The relationships among Taiwanese adolescents’ perceived classroom environment, academic coping, and burnout.

Abstract

Although academic pressures are regarded as a primary source of stress among students in Asian countries, there has been paucity of research on the effects of classroom settings providing structure and peer support on Asian adolescents' use of coping strategies and academic burnout. The present study was intended to address this issue. Three hundred seventy-four 8th Grade Taiwanese students completed a self-reported survey that assessed their perceived classroom structure along with peer support, academic coping, and burnout. Results of structural equation modeling indicated that the full mediation model was well supported by the empirical data. Students' use of coping strategies played a mediational role in relationships between perceived classroom environment and academic burnout. Perceived classroom structure and peer support impact students' choices of coping strategies significantly. Their use of academic coping, in turn, exerted significant influences on burnout experiences. Additionally, students' academic coping and burnout experiences varied with different levels of perceived classroom structure and peer support. Students who perceived higher levels of classroom structure and peer support tend to adopt engagement and support-seeking coping when faced with academic challenges. Moreover, these students displayed lower levels on the indicators of academic burnout.

Promoting persistence: Peer group influences on students’ re-engagement following academic problems and setbacks

“…These results build on evidence from prior research in two ways. First, our findings suggest that in addition to shaping students' academic engagement (Estell et al, 2002;Gest et al, 2008;Kindermann, 2007;Ryan, 2001;Vollet et al, 2017) and coping (Reschly et al, 2008;Shih, 2015), peers also contribute to students' propensity to re-engage following academic setbacks through mechanisms of influence that occur through frequent interaction. This study did not explicitly examine mechanisms of influence; however, many can be imagined.…”

“…To date, no research has directly examined the links between peers' and students' re-engagement and how these links may be facilitated through frequent interactions. However, related bodies of research have shown that peers play a central role in shaping students' academic engagement (Altermatt & Pomerantz, 2003;Kindermann, 1993Kindermann, , 2007Ryan, 2001;Shin & Ryan, 2014;Vollet et al, 2017), academic coping (Reschly, Huebner, Appleton, & Antaramian, 2008;Shih, 2015), self-efficacy (Schunk & Hanson, 1985), and achievement (Rambaran et al, 2017;Shin & Ryan, 2014), through mechanisms of influence (e.g., modeling, reinforcement, social comparison) that play out within frequent interactions.…”

Profiles of Mathematics Anxiety Among 15-Year-Old Students: A Cross-Cultural Study Using Multi-Group Latent Profile Analysis

“…This result was consistent with Lee’s (2009) findings. It is plausible that the higher proportion of Korean students categorized as High and Mid MA stems from their greater pressure to do well on examinations, as a study by Tan and Yates (2011) revealed. Furthermore, there is an interesting finding that American students demonstrated a bit higher prevalence of High MA compared to the Korean students after the MLPA classification, while the American sample reported significantly lower levels of MA than Korean sample on the overall country level.…”

Cambios del burnout académico, engagement y la salud mental durante un semestre de estudio

“…Meanwhile, in relation to mental health, the symptoms evaluated as somatizations, obsessions and compulsions, interpersonal sensiti- 14 . This decrease could be explained from the socio-family support and even from the support of classmates, conditions that influence mental health but can do so from its role in the academic burnout experience containing its severity and increasing the commitment to face the academic challenges 47,48 .…”