Factors Affecting Study-Related Burnout among Finnish University Students: Teaching-Learning Environment, Achievement Motivation and the Meaning of Life

Autor/in	Meriläinen, Matti
Titel	Factors Affecting Study-Related Burnout among Finnish University Students: Teaching-Learning Environment, Achievement Motivation and the Meaning of Life
Quelle	In: Quality in Higher Education, 20 (2014) 3, S.309-329 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2014.978136
Schlagwörter	Foreign Countries; Burnout; Educational Environment; Correlation; Student Motivation; Quality of Life; Self Concept; World Views; Philosophy; Structural Equation Models; Time Factors (Learning); Student Responsibility; College Faculty; Teacher Responsibility; Student Attitudes; College Students; Self Efficacy; Positive Attitudes; Well Being; Learning Motivation; Expectation; Questionnaires; Student Surveys; Online Surveys; Measures (Individuals); Higher Education; Finland + Suchen Sie Ihr Suchwort? Ausland; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Schulische Motivation; Lebensqualität; Selbstkonzept; World view; Weltanschauung; Philosophie; Fakultät; Lehrverpflichtung; Schülerverhalten; Collegestudent; Self-efficacy; Selbstwirksamkeit; Well-being; Wellness; Wohlbefinden; Motivation for studies; Lernmotivation; Expectancy; Erwartung; Fragebogen; Schülerbefragung; Messdaten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Finnland
Abstract	This study of a large sample (n = 3035) examined relationships between study-related burnout and components of the teaching-learning environment, achievement motivation and the perceived meaning of life. The overall model, tested with structural equation modelling, revealed that the factor of the teaching-learning environment correlated with both student conceptions of perceived proper workload and achievement motivation. No direct relationship between university students' conceptions of the teaching-learning environment and burnout was found. In addition, the relation between workload and burnout was minor. Achievement motivation mediates student perceptions of the teaching-learning environment (as well as the perceived workload and the meaning of life). This finding stresses the meaning of teachers' daily pedagogical decisions. Those are essential for students' positive perceptions that in turn support efficacy beliefs and increase motivation and, indirectly, well-being. This implication should be taken into account in further research concerning study-related burnout and in university teachers' pedagogical training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10