School Burnout and Engagement in the Context of Demands-Resources Model

Autor/inn/en	Salmela-Aro, Katariina; Upadyaya, Katja
Titel	School Burnout and Engagement in the Context of Demands-Resources Model
Quelle	In: British Journal of Educational Psychology, 84 (2014) 1, S.137-151 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12018
Schlagwörter	Longitudinal Studies; Adolescents; Burnout; Learner Engagement; Path Analysis; Self Efficacy; Life Satisfaction; Depression (Psychology); Symptoms (Individual Disorders); Models + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Pfadanalyse; Self-efficacy; Selbstwirksamkeit; Lebensvollendung; Psychiatrische Symptomatik; Analogiemodell
Abstract	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. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10