An Examination of Academic Burnout Versus Work Engagement Among Taiwanese Adolescents

Shih, Shu‐Shen

doi:10.1080/00220671.2011.629695

Cited by 51 publications

(47 citation statements)

References 48 publications

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“…In contrast, perfectionistic concerns showed positive relations with selfhandicapping and emotional disengagement. The second study (Shih, 2012) found that perfectionistic strivings showed positive relations with schoolwork engagement (vigor, dedication, absorption) and negative relations with academic burnout. In contrast, perfectionistic concerns showed negative relations with engagement and positive relations with burnout.…”

Section: Perfectionism and School Engagementmentioning

confidence: 94%

Perfectionism and school engagement: A three-wave longitudinal study

Damian

Stoeber

Negru‐Subtirica

et al. 2017

Personality and Individual Differences

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Document VersionAuthor's Accepted Manuscript Damian, L. E., Stoeber, J., Negru-Subtirica, O., & B ban, A. (2017 Correspondence concerning this article should be addressed to Lavinia E. Damian, Department of Psychology, Babeş-Bolyai University, Republicii 37, 400015, Cluj-Napoca, Romania; e-mail: lavinia.damian@sese.ro PERFECTIONISM AND SCHOOL ENGAGEMENT 2 Abstract Although perfectionism is a personality disposition that plays an important role in educational contexts, research on perfectionism and school engagement is limited. School engagement is a key process in predicting educational outcomes in students. Consequently, it is important to know how perfectionism relates to school engagement and whether perfectionism predicts relative changes in school engagement over time. Using a sample of 486 students from 6th-12th grade (54% female) and employing a longitudinal design with three waves spaced 4-5 months apart, the present study investigated whether perfectionism (perfectionistic strivings and perfectionistic concerns) predicted relative changes in students' school engagement (behavioral, emotional, and cognitive engagement). Results showed that both perfectionistic strivings and concerns were related to school engagement, but only perfectionistic strivings predicted relative increases in school engagement. Implications for the understanding of how perfectionistic strivings contribute to school students' engagement are discussed.

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Section: Perfectionism and School Engagementmentioning

confidence: 94%

Perfectionism and school engagement: A three-wave longitudinal study

Damian

Stoeber

Negru‐Subtirica

et al. 2017

Personality and Individual Differences

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“…Academic burnout refers to the chronic stress that students experience due to course load, exam anxiety, and other psychological factors (Shih, 2012;Yang, 2004). As in the original theory pertaining to the concept of burnout, academic burnout is also described in terms the dimensions of emotional exhaustion, desensitization, and a low sense of personal accomplishment (Schaufeli et al, 2002).…”

Section: Academic Burnoutmentioning

confidence: 99%

“…Some of the personal factors that affect academic burnout are self-efficacy (Yang, 2004), fear of failure, suspicion about activities (Zhang, Gan & Cham, 2007), gender (Balkis, Duru, Bulus & Duru, 2011;Bas, 2011;Gunduz, Capri & Gokbakan, 2012;Kalantarkousheh, Araqi, Moslem & Mirzaee, 2013;Sever & Aypay, 2011), exam anxiety (Capulcuoglu & Gunduz, 2013), the ability to cope with stress (Capulcuoğlu & Gunduz, 2013;Gan, Shang, Zhang, 2007), stress concerning academic expectations (Aypay, 2011), subjective well-being (Aypay & Eryilmaz, 2011), life satisfaction (Rostami & Abedil, 2012), achievement goal orientation (Shih, 2012), a tendency to procrastinate (Balkis, 2013), and locus of control (Kalantarkousheh et al, 2013). On the other hand, among the contextual factors that affect academic burnout are perceived social support (Jacobs & Dodd, 2003;Kutsal & Bilge, 2012), parents' attitudes (Capulcuoglu & Gunduz, 2013), classroom environment (Adie & Wakefield, 2011;Salmela-Aro, Kiuru, Pietikäinen & Jokela, 2008;Valickienea, Zukauskienea & Raiziene, 2011), learning materials presented to students in the classroom, academic guidance, and independent learning opportunities (Charkhabi, Abarghuei & Hayati, 2013).…”

Section: Academic Burnoutmentioning

confidence: 99%

An Analysis of the Relationship between Academic Burnout and Classroom Assessment Environment

İlhan

Çetin

2014

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KeywordsIn this study, we aimed to examine the relationship between academic burnout and the classroom assessment environment. A causal-comparative model was employed in this study, which was carried out with 496 high school students in the provinces of Batman and Diyarbakir in Turkey in the spring of 2013-2014. The Maslach Burnout Inventory-Student Form (MBI-SF), which was developed by Schaufeli et al. (2002) and adapted into Turkish by Capri, Gunduz and Gokcakan (2011), was employed in the study to measure the students' levels of academic burnout. Then, in order to determine the students' perceptions of the classroom assessment environment, the Classroom Assessment Environment Scale (CAES), which was developed by the researchers of this study, was used. Cluster analysis was performed with the purpose of grouping students who have similar perceptions of the classroom assessment environment. This analysis produced three separate clusters. Then, analysis of variance was performed in order to determine whether the students' levels of academic burnout differed by the groups that had emerged out of the cluster analysis. The findings demonstrated that the students' levels of academic burnout differed significantly in accordance with their perceptions of the classroom assessment environment. Therefore, it could be suggested that the students' perceptions of the classroom assessment environment constitute a significant variable for the prediction of their levels of academic burnout. Academic burnoutClassroom assessment environment Cluster analysisArticle Info

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“…Also, individuals with more serious PTSD symptoms may have fewer resources to meet their demands at work, and thus this situation predisposes them to experience burnout (Rojas-Flores et al, 2015). Because students’ core activities may be considered as a kind of ‘work’ (Shih, 2012; Zhang, Klassen, & Wang, 2013), we may speculate that PTSD symptom severity will be associated positively with academic burnout among adolescents.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, although the unique role of PTSD symptom severity and control beliefs in burnout has been assessed (Baird & Jenkins, 2003; Glass & McKnight, 1996), no studies to date have examined their combined role in burnout, particularly in academic burnout among adolescents. Furthermore, the demand–resource model is considered to apply to various occupational settings (Bakker et al, 2005), for example, in academic settings, students’ core activities may be considered as a kind of ‘work’ (Shih, 2012; Zhang et al, 2013), and they also encounter many different study demands and resource situations, which may later be manifested in their level of burnout at school (Salmela‐Aro & Upadyaya, 2014). However, few studies have examined the application of this model in studies of student behaviour (Salmela‐Aro & Upadyaya, 2014).…”

Section: Introductionmentioning

confidence: 99%

Posttraumatic stress disorder symptom severity and control beliefs as the predictors of academic burnout amongst adolescents following the Wenchuan Earthquake

Zhou

2017

European Journal of Psychotraumatology

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Background: Previous studies indicate that posttraumatic stress disorder (PTSD) and control beliefs can affect burnout and their unique role in this situation has been examined, but fewer studies have examined their combined role in adolescent’s academic burnout following traumatic events. Objective: This study examined the combined effect of PTSD symptom severity and control beliefs on academic burnout among adolescents, and assessed the moderating role of primary and secondary control beliefs in the relation between PTSD symptom severity and academic burnout. Methods: Seven hundred and forty-five adolescents were investigated using self-report questionnaires, and a series of regression equations examined the impact of PTSD severity and control beliefs on academic burnout. Results: PTSD symptom severity is associated positively with academic burnout, while primary and secondary control beliefs have a negative relation with academic burnout. In addition, primary control beliefs buffer the positive effects of PTSD symptom severity on academic burnout. We found that the positive relation between PTSD symptom severity and academic burnout in the low primary control beliefs group is more intense than that found in the high primary control beliefs group. Conclusions: PTSD symptom severity is a risk factor, whereas primary and secondary control beliefs are protective factors in academic burnout. In addition, PTSD symptom severity and primary control beliefs have a combined effect on academic burnout in adolescents following natural disasters.

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An Examination of Academic Burnout Versus Work Engagement Among Taiwanese Adolescents

Cited by 51 publications

References 48 publications

Perfectionism and school engagement: A three-wave longitudinal study

Perfectionism and school engagement: A three-wave longitudinal study

An Analysis of the Relationship between Academic Burnout and Classroom Assessment Environment

Posttraumatic stress disorder symptom severity and control beliefs as the predictors of academic burnout amongst adolescents following the Wenchuan Earthquake

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