An Analysis of the Relationship between Academic Burnout and Classroom Assessment Environment

İlhan, Mustafa; Çetin, Bayram

doi:10.15390/eb.2014.3335

Cited by 3 publications

(2 citation statements)

References 44 publications

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“…The level of academic burn-out varied according to their views of the classroom evaluation environment. There was a negative correlation between students' learning-oriented perception (the process of effort is more important) and the level of academic burn-out, while there was a positive correlation between students' performance-oriented perception (the result is more important) and the level of academic burnout [17]. Shih's study also showed that the learning environment and academic burn-out level was significantly influenced by the structured will, when students perceived higher levels of classroom structure, namely the teacher provided clear expectations and direction, with the guiding framework of learning activities, students were more likely to adopt positive coping styles, also showed lower levels of academic burnout [15].…”

Section: External Factorsmentioning

confidence: 90%

The External and Internal Factors of Academic Burnout

Lin¹,

Yang²

2021

Advances in Social Science, Education and Humanities Research

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Academic burn-out is a common phenomenon among students. Because of the long-term academic pressure and burden, students feel exhausted, lose enthusiasm for their studies and activities, and hold a negative attitude towards learning. This study aimed to research academic burn-out and summarize the influencing factors of academic burn-out. The present study divides the influencing factors into external factors and internal factors. External factors include school factors (learning pressure, teaching environment, interpersonal relationship), family factors (parenting style, parental support, family economic status). Internal factors include personality, self-esteem, and attribution style. This paper combs the relationship between these factors and academic burn-out as well as some influencing mechanisms. In the field of academic burn-out, there is a complex correlation between various factors, and few studies have taken comprehensive consideration of internal and external factors and explored the influence mechanism of these factors indepth. In the future, studies in this field should be strengthened, and prevention and intervention methods should be worked out based on these influencing factors.

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Section: External Factorsmentioning

confidence: 90%

The External and Internal Factors of Academic Burnout

Lin¹,

Yang²

2021

Advances in Social Science, Education and Humanities Research

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“…The inappropriate use of digital technology can reduce students’ perception of the school climate, and this negative state can reduce the sense of belonging and identification with the university [ 79 ]. Thus, students’ perception of the classroom environment constitutes an important variable in predicting their level of academic burnout [ 80 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Classroom Digital Teaching and College Students’ Academic Burnout in the Post COVID-19 Era: A Cross-Sectional Study

Song

Wang

Zhang

2022

IJERPH

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The continued development of digital technology and its overuse in teaching and learning in the post-epidemic era have brought about digital health risks, which are associated with academic burnout among college students. This study focused on the relationship between classroom digital teaching and students’ academic burnout and designed the Classroom Burnout Inventory (CBI) and the Classroom Burnout Causes Inventory (CBCI) to conduct a cross-sectional survey of 206 Chinese university students. Correlations and regression analyses were conducted between key factors and burnout values through a path model of “Digital teaching-Teaching & learning process-Causes subjects-Burnout”. The results of the study show that an inappropriate and excessive use of unintegrated digital teaching and learning technologies in the classroom was positively correlated with academic burnout among college students. Burnout levels and the three manifestations were not correlated with students’ gender, grade, and major. In terms of causes, the academic burnout of college students was more correlated with their own personal reasons than with external factors such as teachers, universities, and environments. Integrating digital technology platforms, enhancing teacher leadership in the digital classroom, and strengthening peer support and students’ psychological resilience are all meaningful explorations of academic burnout prevention strategies.

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Components of the university learning environment, academic burnout, and shame among pre-service teachers: A structural equation modelling approach

Khalifa

2023

CBB

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Previous studies have investigated the connections between university learning environments and academic burnout, as well as between university learning environments and academic shame among students. Also, burnout and shame are related. However, no empirical studies have been conducted to determine the relationships between the university environment, academic shame, and academic burnout among pre-service teachers. To examine this issue, the present study assessed a hypothesized model examining the relationship between the university environment and academic burnout through academic shame as a mediator among pre-service teachers during the COVID-19 pandemic. To this end, 700 pre-service teachers (114 males and 586 females from the Faculty of Education at Helwan University) were randomly selected for an invitation to complete a questionnaire. The data were analyzed using SPSS to develop operating descriptive results. Confirmatory factor analysis was adopted to ensure the construct validity of the instruments used. AMOS software was used to validate the structural equation model (SEM) created using maximum likelihood estimation. The resulting model had a good fit to the data, according to the SEM analysis. The significant standard coefficients of the drawn paths indicated that components of the university environment directly and negatively predicted academic burnout and its components. Also, academic shame directly and positively predicted academic burnout and its components during the COVID-19 pandemic. In addition, the components of the university environment had an indirect effect on academic burnout and its components through the mediation of academic shame during the COVID-19 pandemic. The implications are considered, and recommendations are proposed for future research.

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An Analysis of the Relationship between Academic Burnout and Classroom Assessment Environment

Cited by 3 publications

References 44 publications

The External and Internal Factors of Academic Burnout

The External and Internal Factors of Academic Burnout

Classroom Digital Teaching and College Students’ Academic Burnout in the Post COVID-19 Era: A Cross-Sectional Study

Components of the university learning environment, academic burnout, and shame among pre-service teachers: A structural equation modelling approach

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