Schoolwork Engagement and Burnout among Finnish High School Students and Young Adults: Profiles, Progressions, and Educational Outcomes

Autor/inn/en	Tuominen-Soini, Heta; Salmela-Aro, Katariina
Titel	Schoolwork Engagement and Burnout among Finnish High School Students and Young Adults: Profiles, Progressions, and Educational Outcomes
Quelle	In: Developmental Psychology, 50 (2014) 3, S.649-662 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0033898
Schlagwörter	Foreign Countries; Burnout; Student Attitudes; High School Students; Young Adults; Late Adolescents; Gender Differences; Emotional Response; Student Characteristics; Learner Engagement; Values; School Attitudes; Academic Achievement; Personality Traits; Stress Variables; Depression (Psychology); Age Differences; Peer Groups; Well Being; Socioeconomic Status; Social Influences; Dropouts; Student Surveys; Likert Scales; Self Esteem; Academic Aspiration; Coding; Statistical Analysis; Profiles; Finland; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Ausland; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Young adult; Junger Erwachsener; Halbstarker; Geschlechterkonflikt; Emotionales Verhalten; Wertbegriff; Schulleistung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Age; Difference; Age difference; Altersunterschied; Gleichaltrigengruppe; Peer Group; Well-being; Wellness; Wohlbefinden; Socio-economic status; Sozioökonomischer Status; Sozialer Einfluss; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerbefragung; Likert-Skala; Self-esteem; Selbstaufmerksamkeit; Codierung; Programmierung; Statistische Analyse; Charakterisierung; Profilanalyse; Finnland
Abstract	Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group differences in academic and socioemotional functioning and long-term educational outcomes, and temporal stability in the group memberships. Latent profile analysis identified 4 groups of students in high school. Both "engaged" (44%) and "engaged-exhausted" (28%) students were engaged and doing well in school, although engaged-exhausted students were more stressed and preoccupied with possible failures. "Cynical" (14%) and "burned-out" (14%) students were less engaged, valued school less, and had lower academic achievement. Cynical students, however, were less stressed, exhausted, and depressed than burned-out students. Six years later, engaged students were more likely than predicted by chance to attend university. In young adulthood, 4 similar groups were identified. Configural frequency analysis indicated that it was typical for engaged students to stay in the engaged group and for engaged-exhausted students to move into a more disengaged group. The results on broadband stability from adolescence to young adulthood showed that 60% of the youth manifested stable engaged and 7% stable disengaged patterns, whereas 16% displayed emergent engagement and 17% emergent disengagement patterns. Overall, the findings demonstrate that adolescence is not a uniform time for either school engagement and well-being or disengagement and distress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01