A multilevel analysis of change in hatred of academic work during high school: focusing on the sociocultural background of Korea

Abstract

Development of academic hatred was examined at four time points across 7 months among 1,015 South Korean high school students. A multilevel growth model showed that the baseline of, and change in, academic hatred varied across individuals and classrooms. At the individual level, gender, parents’ academic pressure, depression, and test anxiety were related to the initial level of academic hatred; gender and test anxiety were associated with a decrease in academic hatred over time. At the class level, lower socio-economic status and higher teachers’ autonomy support were associated with a lower baseline of academic hatred, and higher teachers’ autonomy support decreased academic hatred. Influence mechanisms of protective and risk factors on students’ academic hatred can be considered for strategic and policy interventions.

From emotional exhaustion to cynicism in academic burnout among Korean high school students: Focusing on the mediation effects of hatred of academic work

“…Academic hatred as a subcategory of emotions is context-specific, relating to culture and the individual (Pekrun, 2006). In the first study that investigated academic hatred (Lee et al, 2019)…”

“…Emotion is broad phenomena related to comprehensive psychological processes encompassing affective, cognitive, and behavioural factors (Scherer, 1984). Thus, hate, which is an original interpersonal emotion, can be applied between students and academic works (Lee et al, 2019).…”

“…While some describe hate as an anger-related emotion (Shaver, Schwartz, Kirson, & O'Connor, 1987), others consider it a disgust-related emotion which is differentiated by avoiding disliked or abhorrent objects (Oatley & Jenkins, 1996). Consequently, in the previous study (Lee et al, 2019), academic hatred was defined as disliking academic work or avoiding it.…”

Academic Hatred: Focusing on the Influence of a Supportive Classroom Climate

“…As mentioned earlier, teacher autonomy support had a negative association with hatred by giving students control over their academic activities and showing respect for their choices. It leads to positive emotion toward their studying and makes them engage in studying (M. Lee et al, 2019; Pekrun, 2006).…”

“…Therefore, it is important to examine what affects academic hatred. Yet, as M. Lee et al (2019) found, there are only a few empirical findings or studies adopting a multilevel approach to academic hatred because it is a relatively new concept. School is a typical example of a nested structure as each student belongs to one classroom and has peers under the same homeroom teacher.…”