6533b82afe1ef96bd128c30c

RESEARCH PRODUCT

School burnout and engagement in the context of demands-resources model

Katariina Salmela-aroKatariina Salmela-aroKatja Upadyaya

subject

MaleLongitudinal studyAdolescenteducationPersonal SatisfactionBurnoutEducationDevelopmental psychologySurveys and QuestionnairesDevelopmental and Educational PsychologyHumansLongitudinal StudiesStudentsPath analysis (statistics)Finlandta515Depressive symptomsSelf-efficacyMotivationDepression4. EducationLife satisfactionAchievementMental healthSelf EfficacyLearner engagementFemalePsychologyStress Psychologicalpsychological phenomena and processesFollow-Up StudiesClinical psychology

description

Background. A four-wave longitudinal study tested the demands–resources model in the school context. Aim. To examine the applicability of the demands–resources to the school context. Method. Data of 1,709 adolescents were gathered, once during the transition from comprehensive to post-comprehensive education, twice during post-comprehensive education, and once 2 years later. Results. The hypotheses were supported, path analysis showing that study demands were related to school burnout a year later, while study resources were related to schoolwork engagement. Self-efficacy was positively related to engagement and negatively to burnout. School burnout predicted schoolwork engagement negatively 1 year later. Engagement was positively related to life satisfaction 2 years later, while burnout was related to depressive symptoms. Finally, burnout mediated the relationship between study demands and mental health outcomes. Conclusions. The demands–resources model can usefully be applied to the school context, including the associations between school-related burnout and engagement among adolescents. The model comprises two processes, the energy-depleting process and the motivational process.

yearjournalcountryeditionlanguage
2013-04-15British Journal of Educational Psychology
https://doi.org/10.1111/bjep.12018