The relationship between school burnout, sense of school belonging and academic achievement in preclinical medical students

Aker, Servet; Şahin, Mustafa Kürşat

doi:10.1007/s10459-022-10121-x

Cited by 18 publications

(10 citation statements)

References 40 publications

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“…Psychology Research and Behavior Management 2023:16 3154 of students ie, feeling respected and comfortable in school, feeling accepted in school, having a sense of worth, and becoming one with the class or school. 18,58,59 Previous research has also confirmed that students' Sense of school belonging has a powerful impact on many factors. For example, Sense of school belonging affects the student's self-efficacy, 45 influences interpersonal interactions among university students, 60 and especially during the COVID-19 lockdown, the strength of a student's Sense of school belonging could significantly affect academic mood.…”

Section: Dovepressmentioning

confidence: 93%

“… 57 Some researchers have also argued that Sense of school belonging focuses more on the positive emotions of students ie, feeling respected and comfortable in school, feeling accepted in school, having a sense of worth, and becoming one with the class or school. 18 , 58 , 59…”

Section: Literature Reviewmentioning

confidence: 99%

“…17 University students also improved their academic confidence and gained a sense of life autonomy through an increased Sense of school belonging. 18 , 19 Hence, a Sense of school belonging tends generally to be positively related to life autonomy. 20 Further, the sense of school belonging has also been confirmed to affect individual motivation, emotion and other related personal variables, thereby affecting procrastination behavior.…”

Section: Introductionmentioning

confidence: 99%

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Undergraduates’ Negative Emotion and Academic Procrastination During COVID-19: Life Autonomy as a Mediator and Sense of School Belonging as a Moderator

Tian,

Liu,

Xiao

et al. 2023

PRBM

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This study aims to investigate the impact of COVID-19 on undergraduate students' academic procrastination and negative emotions. It seeks to examine the relationship between negative affect and academic procrastination among university students, considering the mediating role of life autonomy and the moderating effect of a sense of school belonging. Methods:The study sample consisted of 776 university students from the Guangxi Zhuang Autonomous Region, China. Data collection involved the use of the Negative Affect Scale, Academic Procrastination Scale, Life Autonomy Scale, and Sense of School Belonging Scale. SPSS version 26.0 and PROCESS V3.5 80 to conduct relationship analysis, test the mediation model (model 4) and the moderated mediating model (model 7). Results: The findings revealed significant relationships among the variables. Negative emotions were negatively related with life autonomy and sense of school belonging, and positively related with academic procrastination. Academic procrastination showed a negative correlation with both life autonomy and sense of school belonging. Sense of school belonging exhibited a positive relationship with life autonomy. The study also identified life autonomy as a mediator in the relationship between negative emotions and academic procrastination. Additionally, the sense of school belonging moderated the initial segment of the negative emotion-life autonomy-academic procrastination pathway. Discussion: This study contributes to a better understanding of the association between negative affect and academic procrastination. It highlights that negative emotions have a direct and indirect influence on academic procrastination through the mediating role of life autonomy. Moreover, the moderating role of sense of school belonging suggests that the relationship between negative affect and life autonomy is stronger when the sense of school belonging is weaker.

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Section: Dovepressmentioning

confidence: 93%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Undergraduates’ Negative Emotion and Academic Procrastination During COVID-19: Life Autonomy as a Mediator and Sense of School Belonging as a Moderator

Tian,

Liu,

Xiao

et al. 2023

PRBM

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“…On the one hand, when college students have a high sense of school belonging, it can help with academic performance and improve attendance rates ( Lam et al, 2015 ). On the contrary, college students with a low sense of belonging to school will show more learning fatigue, lack interest in study or learning motivation ( Aker and Şahin, 2022 ). On the other hand, the lack of school belonging may lead to emotional problems for students, such as anxiety, loneliness, and depression ( Shochet et al, 2008 ; Oldfield et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Direct and indirect effects of father-child attachment on academic burnout in college students

Zhang,

Wang,

et al. 2024

Front. Psychol.

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The study aims to investigate the multiple mediating roles of core self-evaluation and sense of school belonging in the relationship between father-child attachment and academic burnout in college students. A sample of 418 college students completed the father-child attachment scale, the scale of sense of school belonging, core self-evaluation scale, and academic burnout scale. After controlling for variables such as mother–child attachment, gender, age, and grade, the results showed: (1) father-child attachment was significantly and negatively correlated with academic burnout, and positively correlated with core self-evaluation and sense of school belonging; both core self-evaluation and sense of school belonging were significantly and negatively correlated with academic burnout. (2) The multiple mediating model of father-child attachment influencing academic burnout in college students was established. Both core self-evaluation and sense of school belonging played a partial mediating role between father-child attachment and academic burnout. The direct effect of father-child attachment on academic burnout accounts for 33.3% of the total effect. The indirect effects of core self-evaluation and sense of school belonging between father-child attachment and academic burnout account for 50.0 and 16.7% of the total effect, respectively. These findings identify the internal mechanisms through which father-child attachment affects academic burnout in college students from personal traits and interpersonal perspectives.

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“…6 Medical students who perceive purpose and relevance in what they are learning often have increased motivation and higher ability to integrate and apply information, which has prompted schools to change to medical curriculum in ways that more readily highlight course relevance. 7 When medical students experience a sense of belonging to a learning context, this can contribute to professional identity development, 8 academic success, 9,10 and choice of medical specialization in their future careers. 11 We investigated these learning mindsets in particular because prior research has demonstrated that they are measurable, meaningful, particularly beneficial for students from historically underserved and marginalized backgrounds (eg, American Indian or Alaska Native, Black, Latine, or Native Hawaiian students and students who are the first in their family to complete a college education), and malleable.…”

Section: Introductionmentioning

confidence: 99%

Learning Mindsets and Well-Being and Ill-Being Among Osteopathic Medical Students

Tibbetts,

Himmelberger,

Barron

et al. 2024

JAMA Netw Open

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ImportanceGiven the high rates of burnout and associated negative mental health outcomes (eg, depression, suicidal ideation, substance abuse) among medical students and physicians, it is imperative to identify strategies for supporting the future health workforce, particularly when considering trends indicating a future shortage of physicians. Understanding the associations of medical school students’ learning mindsets (eg, growth mindset, purpose and relevance, and sense of belonging) with indicators of well-being (eg, flourishing) and ill-being (eg, burnout) could provide a foundation for future research to consider when attempting to combat the negative mental health trends among medical students and physicians.ObjectivesTo understand the associations of medical school students’ learning mindsets (ie, their beliefs about themselves as learners and their learning environment) with critical student health outcomes (ie, well-being and ill-being).Design, Setting, and ParticipantsThis survey study used a nationally representative sample of first-year osteopathic medical school students across the US who responded to a survey of learning mindsets as well as measures of well-being and ill-being in fall 2022. Data were analyzed from January to April 2024.Main Outcomes and MeasuresLearning mindsets were categorized as growth mindset, purpose and relevance, and sense of belonging. Well-being was categorized as flourishing and resilience, and ill-being was categorized as burnout and psychological symptoms. Outcomes were regressed on learning mindset and demographics variables, and interactions of demographic variables and learning mindsets were assessed.ResultsA total of 7839 students were surveyed, and 6622 students (mean [SD] age, 25.05 [3.20]; 3678 [55.5%] women) responded and were included in analyses. The 3 learning mindsets were significantly associated with flourishing (growth mindset: b = 0.34; 95% CI, 0.23 to 0.45; P &lt; .001; purpose and relevance: b = 2.02; 95% CI, 1.83 to 2.20; P &lt; .001; belonging uncertainty: b = −0.98; 95% CI, −1.08 to −0.89; P &lt; .001) and resilience (growth mindset: b = 0.28; 95% CI, 0.17 to 0.40; P &lt; .001; purpose and relevance: b = 1.62; 95% CI, 1.43 to 1.82; P &lt; .001; belonging uncertainty: b = −1.50; 95% CI, −1.60 to −1.40; P &lt; .001) well-being outcomes and burnout (growth mindset: b = −0.09; 95% CI, −0.11 to −0.07; P &lt; .001; purpose and relevance: b = −0.29; 95% CI, −0.32 to −0.25; P &lt; .001; belonging uncertainty: b = 0.28; 95% CI, 0.26 to 0.30; P &lt; .001) and psychological symptoms (growth mindset: b = −0.22; 95% CI, −0.30 to −0.14; P &lt; .001; purpose and relevance: b = −0.51; 95% CI, −0.64 to −0.38; P &lt; .001; belonging uncertainty: b = 1.33; 95% CI, 1.27 to 1.40; P &lt; .001) ill-being outcomes, even when controlling for important demographic characteristics (eg, race and ethnicity, gender identity, age). Furthermore, several significant interactions indicated that these learning mindsets may be particularly salient for students from historically marginalized communities: there was a significant interaction between growth mindset and race and ethnicity (b = 0.58; 95% CI, 0.08 to 1.09, P = .02), such that growth mindset was more strongly associated with flourishing among American Indian or Alaska Native, Black, Latine, or Native Hawaiian students.Conclusions and RelevanceThese findings suggest that identifying strategies for supporting students’ learning mindsets may be an effective way to support medical student well-being and reduce ill-being, particularly among students from historically marginalized backgrounds.

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The relationship between school burnout, sense of school belonging and academic achievement in preclinical medical students

Cited by 18 publications

References 40 publications

Undergraduates’ Negative Emotion and Academic Procrastination During COVID-19: Life Autonomy as a Mediator and Sense of School Belonging as a Moderator

Undergraduates’ Negative Emotion and Academic Procrastination During COVID-19: Life Autonomy as a Mediator and Sense of School Belonging as a Moderator

Direct and indirect effects of father-child attachment on academic burnout in college students

Learning Mindsets and Well-Being and Ill-Being Among Osteopathic Medical Students

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