The Effects of Autonomy Support versus Psychological Control and Work Engagement versus Academic Burnout on Adolescents' Use of Avoidance Strategies

Autor/in	Shih, Shu-Shen
Titel	The Effects of Autonomy Support versus Psychological Control and Work Engagement versus Academic Burnout on Adolescents' Use of Avoidance Strategies
Quelle	In: School Psychology International, 34 (2013) 3, S.330-347 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034312466423
Schlagwörter	Foreign Countries; Burnout; Grade 9; Junior High School Students; Student Behavior; Student Adjustment; Personal Autonomy; Self Determination; Self Esteem; Learner Engagement; Adolescents; Help Seeking; Regression (Statistics); Multivariate Analysis; Teacher Influence; Factor Analysis; Taiwan; Maslach Burnout Inventory; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Ausland; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; School year 09; 9. Schuljahr; Schuljahr 09; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Student behaviour; Schülerverhalten; Adjustment; Studentin; Adaptation; Individuelle Autonomie; Selbstbestimmung; Self-esteem; Selbstaufmerksamkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Regression; Regressionsanalyse; Multivariate Analyse; Faktorenanalyse
Abstract	This study examines the relationships among Taiwanese ninth graders' perceptions of autonomy support versus psychological control in the classroom context, work engagement versus academic burnout, and their avoidance of help seeking as well as self-handicapping behaviors. Four hundred and thirty-five ninth-grade Taiwanese students completed a self-reported survey assessing these variables. Results of hierarchical regressions indicated that in terms of environmental predictors, teachers' autonomy support negatively predicted both help avoidance and self-handicapping, whereas teachers' psychological control positively predicted self-handicapping only. As for the predicting effects of individual factors, students' dedication negatively predicted both avoidance of help seeking and self-handicapping. By contrast, the lack of efficacy positively predicted help avoidance, whereas cynicism positively predicted self-handicapping. Further, results of MANCOVA revealed that even after controlling for the effects of teachers' autonomy support and psychological control, burnout students were significantly more likely to avoid seeking academic help and self-handicap than were engaged students. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10