Relations between academic performance, student engagement and student burnout: A cross-lagged analysis of a two-wave study

Paloş, Ramona; Maricuțoiu, Laurenţiu P.; Costea, Iuliana

doi:10.1016/j.stueduc.2019.01.005

Cited by 83 publications

(78 citation statements)

References 38 publications

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“…Furthermore, previous achievement was also negatively predictive of strain, and strain, as expected, predicted task performance negatively. This result parallels previous studies, for example, on anxiety (e.g., Pekrun et al, 2017) and school burnout (Paloş et al, 2019;Madigan and Curran, 2020), and calls also for acknowledging the possibility of reciprocal relations between students' strain-related responses and academic achievement. In other words, weakness in academic skills may induce strain experiences, which, in turn, interfere with students' cognitive and motivational resources during demanding performance situations.…”

Section: Discussionsupporting

confidence: 88%

“…It may be that the impact of effort on achievement is more detectable in situations in which there is relatively little variation in students’ initial skill levels. Further, both in Study 1 and in three out of four subjects in Study 2, previous achievement was negatively related to strain, which, in a sense, echoes the consistent findings of negative connections between achievement and burnout ( Paloş et al, 2019 ; see also, Madigan and Curran, 2020 ).…”

Section: Discussionsupporting

confidence: 76%

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Temperamental Sensitivities Differentially Linked With Interest, Strain, and Effort Appraisals

2021

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The present research examined the connections between temperament (punishment sensitivity; interindividual reward sensitivity; intraindividual reward sensitivity), students’ domain- and course-specific motivational appraisals (interest, strain, effort), and performance, in two studies. Study 1 explored the relationships between temperamental sensitivities, motivational appraisals, and task achievement among secondary students (N = 268) in the domain of mathematics, using Exploratory Structural Equation Modeling (ESEM) for the analyses. Study 2 was conducted longitudinally among upper-secondary students (N = 155) during a course in four key school subjects. Subject interest was included alongside the temperamental sensitivities as a predictor of course-specific motivation and course grades, and the data were analysed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Previous achievement was controlled in both studies. The findings showed temperamental sensitivities to be differentially linked with motivational appraisals. Punishment sensitivity in Study 1, and interindividual reward sensitivity (sensitivity to reward dependent on others’ approval or attention) in Study 2 were found to have an effect on psychological strain. In both studies, interest and effort were predicted by intraindividual reward sensitivity (positive responsiveness to novelty and own successes). In Study 2, subject interest was a consistent predictor of higher course interest and lower strain. In both studies, connections were found between strain and lower performance. The findings suggest individual characteristics may predispose students to certain motivational experiences, and contribute to educational outcomes, in both domain and course contexts and across subject content.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 76%

Temperamental Sensitivities Differentially Linked With Interest, Strain, and Effort Appraisals

2021

View full text Add to dashboard Cite

show abstract

“…Furthermore, previous achievement was also negatively predictive of strain, and strain, as expected, predicted task performance negatively. This result parallels previous studies, for example, on anxiety (e.g., Pekrun, Lichtenfeld, Marsh, Murayama, & Goetz, 2017) and school burnout (Madigan & Curran, 2020;Paloş, Maricuţoiu, & Costea, 2019), and calls also for acknowledging the possibility of reciprocal relations between students' strain-related responses and academic achievement. In other words, weakness in academic skills may induce strain experiences, which, in turn, interfere with students' cognitive and motivational resources during demanding performance situations.…”

Section: Discussionsupporting

confidence: 87%

“…It may be that the impact of effort on achievement is more detectable in situations in which there is relatively little variation in students' initial skill levels. Further, both in Study 1 and in three out of four subjects in Study 2, previous achievement was negatively related to strain, which, in a sense, echoes the consistent findings of negative connections between achievement and burnout (Paloş et al, 2019; see also, Madigan & Curran, 2020).…”

Section: Discussionsupporting

confidence: 75%

Temperamental Sensitivities Differentially Linked with Interest, Strain, and Effort Appraisals

Rawlings¹,

Tapola²,

Niemivirta³

2020

Preprint

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The present research examined the connections between temperament (punishment sensitivity; interindividual reward sensitivity; intraindividual reward sensitivity), students’ domain- and course-specific motivational appraisals (interest, strain, effort), and performance, in two studies. Study 1 explored the relationships between temperamental sensitivities, motivational appraisals, and task achievement among secondary students (N = 268) in the domain of mathematics, using Exploratory Structural Equation Modeling (ESEM) for the analyses. Study 2 was conducted longitudinally among upper-secondary students (N = 155) during a course in four key school subjects. Subject interest was included alongside the temperamental sensitivities as a predictor of course-specific motivation and course grades, and the data were analysed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Previous achievement was controlled in both studies.The findings showed temperamental sensitivities to be differentially linked with motivational appraisals. Punishment sensitivity in Study 1, and interindividual reward sensitivity (sensitivity to reward dependent on others’ approval or attention) in Study 2 were found to have an effect on psychological strain. In both studies, interest and effort were predicted by intraindividual reward sensitivity (positive responsiveness to novelty and own successes). In Study 2, subject interest was a consistent predictor of higher course interest and lower strain. In both studies, connections were found between strain and lower performance. The findings suggest individual characteristics may predispose students to certain motivational experiences, and contribute to educational outcomes, in both domain and course contexts and across subject content.

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“…When academic burnout happens, both their academic performance and well-being can be affected. On the one hand, studies have shown that burnout negatively correlates with dropout and diminished academic and cognitive performance (Bask and Salmela-Aro, 2013;May et al, 2015;Palos et al, 2019). On the other hand, burnout consistently influences students' adjustment to school life and psychological well-being, which may eventually lead to depression and suicide (Fiorilli et al, 2017;Rios-Risquez et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

School Incivility and Academic Burnout: The Mediating Role of Perceived Peer Support and the Moderating Role of Future Academic Self-Salience

2020

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This study examined a mediation model about whether perceived peer support (PPS) mediates the link between school incivility and academic burnout. More importantly, we also investigated how future academic self-salience (FASS) as a trait moderates this mediated relationship. We collected data from a sample of 475 students by a two-wave survey. Results indicate that PPS mediated the relationships for school incivility with academic burnout. Moderated mediation analysis intended to further reveal that PPS mediated the relationship for only those students with high FASS while what the current findings found are the separate effects of the mediation of PPS on the relationship between school incivility and academic burnout and the moderation of FASS on the relationship between PPS and academic burnout. Therefore, the findings underscore the significance of influence from peer relationships when investigating the relationship between school incivility and academic burnout. Further evidences are needed to prove the mediated moderation role of FASS.

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Relations between academic performance, student engagement and student burnout: A cross-lagged analysis of a two-wave study

Cited by 83 publications

References 38 publications

Temperamental Sensitivities Differentially Linked With Interest, Strain, and Effort Appraisals

Temperamental Sensitivities Differentially Linked With Interest, Strain, and Effort Appraisals

Temperamental Sensitivities Differentially Linked with Interest, Strain, and Effort Appraisals

School Incivility and Academic Burnout: The Mediating Role of Perceived Peer Support and the Moderating Role of Future Academic Self-Salience

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