Role of peer support in competitive classroom climates: Focusing on the mediation effect of academic hatred in the JD-R model

Abstract

This study aimed to verify the different effects of peer support on academic hatred depending on the levels of teachers’ academic pressure. Additionally, we examined the effects of academic hatred on academic burnout and engagement by applying the job demand-resources (JD-R) model. Data were collected from 43 classes at 8 high schools (N = 1015, 94.2% response rate, 57.3% women) in South Korea. The results of a multigroup analysis were as follows: (1) peer support served as an important resource in classrooms experiencing high teachers’ academic pressures; (2) peer support directly affected academic burnout and engagement, and reduced academic hatred; and (3) reduced academic hatred served as a mediator for lower burnout rate and increased engagement.

School Burnout in Middle School Students: Role of Problem Solving Skills, Peer Relations and Perceived School Experiences

“…When the relevant literature is examined, it has been seen that some studies support these results. Accordingly, burnout and school commitment (Özdemir, 2015;Pilkauskaite-Valickiene et al, 2011;Shin & Yu, 2014;Şahan & Duy, 2017), academic motivation (Avara, 2015;Özdemir, 2015;Seçer & Öztürk, 2015), academic pressure (Shin, 2020), problem solving skills (Kim et al, 2017;Luo et al, 2016;Shin et al, 2012), and peer relationships (Kim, Lee, Lee, An & Lee, 2018;Kiuru et al, 2008;Laursen et al, 2010;Lee, Lee & Lee, 2021;Rimpelä et al, 2020) were found to have significant relationships. It has been determined that the predictive variables in the Hierarchical Multiple Regression Analysis applied in the study explain approximately 50% of the total variance regarding school burnout scores.…”

The path from social and organizational resources to satisfaction: the mediating role of academic engagement and the moderating role of psychological capital

“…(2022) showed that institutional incentives and resources positively predicted academic engagement. Moreover, Lee et al. (2021) evidenced that peer support was a crucial resource in competitive classroom climates, as it lessened academic hatred, that in turn, reduced academic burnout and improved academic engagement.…”

“…For example, Sormani et al (2022) showed that institutional incentives and resources positively predicted academic engagement. Moreover, Lee et al (2021) evidenced that peer support was a crucial resource in competitive classroom climates, as it lessened academic hatred, that in turn, reduced academic burnout and improved academic engagement. Dixit and Upadhyay (2021), in a higher education setting, showed that work engagement was a mediator in the relationship between job resources and demands and innovative work behavior.…”

“…For instance, social resources seem to promote students' autonomy, which allows them to take a greater personal interest in activities and increase engagement (Pink, 2009), and satisfaction (Lee et al, 2021). Indeed, students with high levels of engagement can get more satisfaction from their activities (e.g.…”

“…Other studies, based on the JD-R, have shown that academic engagement is a motivational process that links social and organizational resources from educational institutions to satisfaction (e.g. Kwon and Kim, 2020;Lee et al, 2021). Thus, as resources seem to allow students to deal more easily with their daily academic demands (Langseth-Eide and Vittersø, 2021) and that engagement is conceived as a motivational mechanism in the relationship between resources and positive indicators (as proposed by the JD-R; Langseth-Eide, 2019), we argue that when students perceive to have social (e.g.…”