Longitudinal Analysis of Academic Burnout in Korean Middle School Students

2014 ◽  
Vol 31 (4) ◽  
pp. 281-289 ◽  
Author(s):  
Boyoung Kim ◽  
Minyoung Lee ◽  
Keunhwa Kim ◽  
Hyunju Choi ◽  
Sang Min Lee
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Longitudinal Analysis ◽  
School Students ◽  
Academic Burnout

scholarly journals A short-term longitudinal study of mental health and academic burnout among middle school students

2011 ◽  
Vol 8 (2) ◽  
pp. 133-152 ◽  
Author(s):  
신효정 ◽  
김근화 ◽  
노현경 ◽  
Sang Min Lee ◽  
김보영 ◽  
...  
Keyword(s):  
Mental Health ◽  
Middle School ◽  
Longitudinal Study ◽  
Middle School Students ◽  
Short Term ◽  
School Students ◽  
Academic Burnout

Examining longitudinal relationship among effort reward imbalance, coping strategies and academic burnout in Korean middle school students

2017 ◽  
Vol 38 (6) ◽  
pp. 628-646 ◽  
Author(s):  
Boyoung Kim ◽  
Eunjoo Kim ◽  
Sang Min Lee
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Coping Strategies ◽  
Significant Relationship ◽  
School Students ◽  
Moderation Effect ◽  
Academic Burnout ◽  
Effort Reward Imbalance ◽  
Reward Imbalance ◽  
The Relationship

The present study examined the longitudinal relationship between effort-reward imbalance as a stressor and academic burnout as a strain. The study also examined the moderation effect of coping strategies, a problem-focused coping and an emotion-focused coping, in the relationship between effort-reward imbalance as a stressor and middle school students’ academic burnout as a strain using multi-group latent growth modeling (LGM) analysis. The results indicated a significant relationship between the initial status of effort-reward imbalance and the initial status of academic burnout. The results also indicated a significant relationship between the change rate of effort-reward imbalance and that of academic burnout. In addition, problem-focused coping strategies had a moderation effect on the relationship between effort-reward imbalance and academic burnout longitudinally. However, the emotion-focused coping strategy did not have a moderation effect. The authors discuss specific findings and practical implications for teachers and school psychologists.

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