Student Teachers' Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout

Autor/inn/en	Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina
Titel	Student Teachers' Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout
Quelle	In: Journal of Education and Learning, 7 (2018) 1, S.208-222 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Student Teachers; Student Teacher Attitudes; Coping; Self Management; Educational Environment; Burnout; Longitudinal Studies; Bachelors Degrees; Student Surveys; Elementary School Curriculum; Structural Equation Models; Stress Management; Correlation; Questionnaires; Foreign Countries; Statistical Analysis; Finland + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Bewältigung; Selbstmanagement; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; 'Bachelor''s degrees'; Bachelor-Studiengang; Schülerbefragung; Stressmanagement; Stressbewältigung; Korrelation; Fragebogen; Ausland; Statistische Analyse; Finnland
Abstract	The study aims to gain a better understanding of the interrelation and the development of student teachers' proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether, 270 primary school student teachers completed the survey. The data was analyzed by using Structural Equation Modeling (SEM). Results showed that the self-regulative strategy adopted by student teachers promoted the use of co-regulative strategy. Co-regulative strategy use in turn contributed to the perceived fit between the student teacher and the learning environment, and further, reduced study-related burnout. Moreover, student teachers' ability to utilize proactive self-regulative strategies to buffer potential stressors in advance, i.e., an ability to manage one's own study pace in the direction of well-being, was effective in reducing the risk of developing burnout. Results also showed that both the key determinants for reducing study-related burnout, i.e., proactive strategies and experienced learning environment, and the study-related burnout symptoms themselves were relatively stable. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01