Development of school engagement and burnout across lower and upper secondary education: Trajectory profiles and educational outcomes

Widlund, Anna; Tuominen, Heta; Korhonen, Jari

doi:10.1016/j.cedpsych.2021.101997

Cited by 22 publications

(27 citation statements)

References 70 publications

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“…All four profiles showed an ascending or stable trend in math performance from the beginning of eighth grade to the end of ninth grade (the final year of compulsory schooling in the Finnish system). Although secondary school is generally linked to downward developmental trends in mathematics performance (Wijsman et al, 2016), performance improved or remained the same in all groups during the two years of our study, which is in concordance with recent Finnish results (Räsänen et al, 2021;Widlund et al, 2021). As parallel versions of the math test were used, the improvement may not be explained by a test-retest effect.…”

Section: Discussionsupporting

confidence: 90%

Mathematics Performance Profiles and Relation to Math Avoidance in Adolescence: The Role of Literacy Skills, General Cognitive Ability and Math Anxiety

Kyttälä

Björn

2021

Scandinavian Journal of Educational Research

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The main aim of the study was to differentiate adolescent profiles by math performance at the beginning and end of the final two years of lower secondary school, and relevant baseline attributes (literacy skills, general cognitive ability, math anxiety), and to investigate how these profiles differed by gender and math avoidance. A total of 193 Finnish lower secondary students participated in this study. Four profiles were identified: (1) High academic, average anxiety; (2) low academic, average anxiety; (3) average academic, high anxiety; and (4) average academic, average anxiety. They differed in baseline attributes, math performance over two school years, math avoidance, and in gender ratio. High levels of math anxiety was related to unfavourable math trajectory and future math avoidance. This high anxiety was typical of a certain group of average performers but not of the lowest performers. The educational implications of the findings are discussed.

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Section: Discussionsupporting

confidence: 90%

Mathematics Performance Profiles and Relation to Math Avoidance in Adolescence: The Role of Literacy Skills, General Cognitive Ability and Math Anxiety

Kyttälä

Björn

2021

Scandinavian Journal of Educational Research

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“…For example, research has found a significant association between high levels of burnout and adverse academic outcomes, which, in turn, may increase dropout risk [8,9]. Furthermore, a high level of burnout could negatively impact students' aspirations for future academic degrees [10,11]. Concerning students' later lives, findings have demonstrated that, on one side, students with a high level of school burnout tended to have less ambitious occupational aspirations.…”

Section: Introductionmentioning

confidence: 99%

An Italian Adaptation of the Burnout Assessment Tool-Core Symptoms (BAT-C) for Students

et al. 2022

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Burnout is psychological, physical, and emotional suffering that may affect students with low or inadequate resources to face stressful events at school. Although the existing instruments are used worldwide to assess school burnout risk, they show several flaws and mainly focus on the emotional facets of the syndrome. No previous studies have developed a multi-component tool to reveal students’ burnout by simultaneously analyzing cognitive, behavioral, and emotional problems. The central core of the current study is to adapt the Burnout Assessment Tool-Core symptoms (BAT-C; Schaufeli et al., 2020), comprising four subscales, exhaustion, mental distance, cognitive impairment, and emotional impairment, for a sample of Italian students. The factor structure, the reliability, and the validity of the scale are investigated. The participants are 745 middle school students (male, 52.2%; aged 9–13, M = 11.84, and SD = 1.21). Confirmatory factor analyses confirmed the best fit of the second-order model (four first-order factors and one second-order factor). Specifically, four factors were loaded onto a main high-order factor, which constitutes the BAT-C. Our findings support the Italian adaptation of the BAT-C for students’ samples as a valid instrument for measuring the core symptoms of school burnout.

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“…Cost has been the least studied dimension, but has recently started to receive increased attention, and is suggested to be particularly important for identifying students with maladaptive patterns of motivational beliefs and goals (Juntunen et al, 2022). Considering general negative trends in students' well-being (e.g., school burnout: Widlund et al, 2021) and motivation (competence and value beliefs: Jacobs et al, 2002) during adolescence, it seems important to include students' perceived costs to better understand how experienced strain might be related to their performance, educational aspirations, and well-being.…”

Section: Theoretical Framework: Expectancy-value Theorymentioning

confidence: 99%

“…Students set their goals and make decisions in complex social environments where one choice might entail giving up another, and therefore, focusing only on positive aspects may offer a rather limited perspective of their decision-making processes. Considering current negative trends in adolescents' well-being (Kauhanen et al, 2022;Widlund et al, 2021), it seems important to investigate, not only how students' domain-specific expectancies, values, and costs develop and might be related to relevant educational outcomes, but also, how they might be linked to broader aspects of students' well-being, in and outside of school.…”

Section: Introductionmentioning

confidence: 99%

Motivational Profiles in Mathematics - Stability and Links with Educational and Emotional Outcomes

Widlund¹,

Tuominen²,

Korhonen³

2023

Preprint

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Grounding on expectancy-value theory, this study investigated stability and change in adolescent students' (N = 508) motivational profiles in mathematics (expectancy, values, costs) during the last year of comprehensive education, and how these changes relate to relevant educational outcomes (mathematics performance and aspirations) and students’ well-being (study-related exhaustion and depressive symptoms). Latent profile and latent transition analyses revealed four motivational profiles among students: Positively ambitious (high expectancy and value beliefs, low costs, T1: 34%/ T2: 32%), Struggling ambitious (high expectancy and value beliefs, high costs, T1: 25%/T2: 25%), Indifferent (low expectancy and value beliefs, low costs, T1: 22%/T2: 21%), and Maladaptive (low expectancy and value beliefs, high costs, 19%/22%). Although some fluctuations were detected in profile memberships within the school year, the majority of the students (80%) displayed stable mathematics motivation across ninth grade. Students who remained Positively ambitious also performed well, aspired for an education that required high mathematical skills, and experienced the least problems with their well-being, whereas students in the most negative motivational profile (Maladaptive) showed the opposite patterns. However, students who experienced high math-related costs, despite having positive value beliefs, performance and aspirations (i.e., Struggling ambitious), also experienced one of the highest levels of study-related exhaustion and depressive symptoms. Elevated levels of exhaustion and depressive symptoms were systematically associated with negative motivational transitions in general (i.e., moving from Positively ambitious to Struggling ambitious, or from Indifferent to Maladaptive), highlighting the importance of reducing perceived study-related costs in schools and supporting students' well-being.

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Development of school engagement and burnout across lower and upper secondary education: Trajectory profiles and educational outcomes

Cited by 22 publications

References 70 publications

Mathematics Performance Profiles and Relation to Math Avoidance in Adolescence: The Role of Literacy Skills, General Cognitive Ability and Math Anxiety

Mathematics Performance Profiles and Relation to Math Avoidance in Adolescence: The Role of Literacy Skills, General Cognitive Ability and Math Anxiety

An Italian Adaptation of the Burnout Assessment Tool-Core Symptoms (BAT-C) for Students

Motivational Profiles in Mathematics - Stability and Links with Educational and Emotional Outcomes

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