Gendered pathways from academic performance, motivational beliefs, and school burnout to adolescents’ educational and occupational aspirations

Widlund, Anna; Tuominen, Heta; Tapola, Anna; Korhonen, Jari

doi:10.1016/j.learninstruc.2019.101299

Cited by 51 publications

(45 citation statements)

References 51 publications

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“…Finally, the results showed how the burnout negatively predicted academic performance. These results were similar to several studies in the university academic field [ 68 , 69 , 70 ]. In this regard, a study conducted by Salanova, Schaufeli, Martínez, and Bresó [ 68 ] with university students found that the vicissitudes perceived by students were positively associated with burnout, whereas facilitators were negatively associated with burnout.…”

Section: Discussionsupporting

confidence: 92%

The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

Trigueros

Padilla

Aguilar-Parra

et al. 2020

IJERPH

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Currently, the university failure rate is around 33% of students starting their studies. Among the main reasons are demanding academic situations and the use of inappropriate coping strategies. Therefore, the aim of this study was to analyze the influence of teacher leadership on academic resilience and motivation, burnout, and academic performance. This study involved 3354 university students. A structural equation model was made to analyze the predictive relationships between the study’s variables. The results showed that teacher leadership positively predicted academic resilience and motivation; academic resilience negatively predicted burnout and positively predicted academic performance; likewise, academic motivation negatively predicted burnout and positively predicted academic performance; finally, burnout negatively predicted academic resilience.

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Section: Discussionsupporting

confidence: 92%

The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

Trigueros

Padilla

Aguilar-Parra

et al. 2020

IJERPH

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“…Estereotipos, diferencias de género, autoconcepto académico, escuela primaria Las habilidades cognitivas como la capacidad de cálculo y comprensión lectora tienen importantes implicaciones económicas y sociales (Leuven, Oosterbeek, & Van Ophem, 2004). Específicamente, las diferencias de género en estas habilidades acarrean consecuencias importantes en las decisiones futuras y el bienestar de los/as niños/as al convertirse en factores predictores de sus aspiraciones educativas, laborales (Buser, Niederle & Oosterbeek, 2014;Gunderson, Ramírez, Levine & Beilock, 2012;Widlund, Tuominen, Tapola & Korhonen, 2020) e ingresos salariares (Murnane, Willett, Yves & Tyler, 2000).…”

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Diferencias de género en matemáticas y lengua: rendimiento académico, autoconcepto y expectativas

Cárcamo

Moreno

Barrio

2020

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Resumen Estudios previos muestran diferencias de género en el rendimiento de matemáticas y lengua, principalmente en adolescentes. Este estudio tiene como objetivo evaluar las diferencias de género en autoconcepto, valor subjetivo, expectativas y rendimiento académico; analizar las relaciones entre las variables y conocer el papel que ellas desempeñan en la explicación del rendimiento en lengua y matemáticas. Participaron 406 estudiantes de 4º y 5º de primaria en Colombia. Los resultados muestran que las niñas presentan mayores expectativas de rendimiento en matemáticas y lengua, así como un rendimiento en lengua superior a los niños. No se encontraron diferencias de género en el autoconcepto y el valor subjetivo de la tarea. El autoconcepto, las expectativas de rendimiento y la edad, explicaron el rendimiento tanto en matemáticas como en lengua. Se discuten las implicaciones de estos resultados para la disminución de la brecha de género en el aprendizaje. Como este estudio es un primer intento de explorar las relaciones entre las creencias de expectativa y valores de las tareas en matemática y lengua con base en el Modelo de Expectativa-Valor en estudiantes hispanos en primaria, se necesita más investigación para apoyar o refutar estos hallazgos.

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“…Several studies have demonstrated that students' exhaustion is comparable to an emotional erosion occurring when they feel underequipped to deal with school demands, which they perceive as overwhelming (for a review, [31]). Students with school burnout show low interest and motivation to pursue desirable goals, such as school attendance and achievement [2], as well as long-term ones, like academic and occupational aspirations [32]. Furthermore, findings from longitudinal studies have consistently supported the association between high school burnout and emotional issues, such as depression and anxiety symptoms [33,34].…”

Section: Introductionmentioning

confidence: 99%

Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

Fiorilli

Farina

Buonomo

et al. 2020

IJERPH

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The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.

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Gendered pathways from academic performance, motivational beliefs, and school burnout to adolescents’ educational and occupational aspirations

Cited by 51 publications

References 51 publications

The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

Diferencias de género en matemáticas y lengua: rendimiento académico, autoconcepto y expectativas

Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

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