Self-regulation and Study-Related Health Outcomes: A Structural Equation Model of Regulatory Mode Orientations, Academic Burnout and Engagement Among University Students

2014 ◽  
Vol 123 (2) ◽  
pp. 585-599 ◽  
Author(s):  
Shilei Zhang ◽  
Rui Shi ◽  
Liping Yun ◽  
Xuefei Li ◽  
Yun Wang ◽  
...  
Keyword(s):  
University Students ◽  
Health Outcomes ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Self Regulation ◽  
Equation Model ◽  
Academic Burnout ◽  
Regulatory Mode

School as a determinant for health outcomes – a structural equation model analysis

2009 ◽  
Vol 109 (4) ◽  
pp. 342-356 ◽  
Author(s):  
Ulrike Ravens‐Sieberer ◽  
John Freeman ◽  
Gyongyi Kokonyei ◽  
Christiane A. Thomas ◽  
Michael Erhart
Keyword(s):  
Health Outcomes ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Model Analysis ◽  
Equation Model

scholarly journals The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

2020 ◽  
Vol 17 (20) ◽  
pp. 7687
Author(s):  
Rubén Trigueros ◽  
Ana Padilla ◽  
José M. Aguilar-Parra ◽  
Isabel Mercader ◽  
Remedios López-Liria ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Teacher Leadership ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Academic Motivation ◽  
Academic Resilience ◽  
Equation Model ◽  
Predictive Relationships ◽  
The University

Currently, the university failure rate is around 33% of students starting their studies. Among the main reasons are demanding academic situations and the use of inappropriate coping strategies. Therefore, the aim of this study was to analyze the influence of teacher leadership on academic resilience and motivation, burnout, and academic performance. This study involved 3354 university students. A structural equation model was made to analyze the predictive relationships between the study’s variables. The results showed that teacher leadership positively predicted academic resilience and motivation; academic resilience negatively predicted burnout and positively predicted academic performance; likewise, academic motivation negatively predicted burnout and positively predicted academic performance; finally, burnout negatively predicted academic resilience.

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