scholarly journals An Investigation of the Mediator Role of School Burnout Between Academic Stress and Academic Motivation

2019 ◽  
Vol 8 (4) ◽  
pp. 46
Author(s):  
Fatih Veyis ◽  
İsmail Seçer ◽  
Sümeyye Ulaş
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Academic Motivation ◽  
Academic Stress ◽  
Equation Model ◽  
School Students ◽  
Mediator Role ◽  
School Burnout

The purpose of this study is to investigate the mediator role of school burnout between academic stress and academic motivation in high school students. In the recent years, academic stress and school burnout have been considered among the problems that affect students in many ways. The study group consists of 690 high school students studying at various high school types. Academic stress, school burnout and academic motivation scales were used to collect data. Correlation analysis and structural equation model were used for data analysis. The findings of the study showed that academic stress and school burnout significantly predicted academic motivation and that school burnout had a full mediating role between academic stress and academic motivation. As a result, it is considered that school burnout is an important risk factor for students who have experienced academic stress and it is necessary to include the mediator role of school burnout in the studies aimed at reducing academic stress and improving motivation. The findings obtained from the research were discussed in line with the literature. 

scholarly journals Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

2020 ◽  
Vol 17 (9) ◽  
pp. 3058 ◽  
Author(s):  
Caterina Fiorilli ◽  
Eleonora Farina ◽  
Ilaria Buonomo ◽  
Sebastiano Costa ◽  
Luciano Romano ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Structural Equation ◽  
Emotional Adjustment ◽  
Trait Emotional Intelligence ◽  
School Students ◽  
Mediating Role ◽  
School Burnout

The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.

scholarly journals EVALUASI PENERIMAAN JEJARING SOSIAL GOOGLE+ PADA SISWA SEKOLAH MENENGAH ATAS DI WILAYAH JAKARTA SELATAN

2015 ◽  
Vol 10 (2) ◽  
pp. 78
Author(s):  
Abdul Mufti ◽  
Fitriana Destiawati ◽  
Tri Yani Akhirina
Keyword(s):  
High School ◽  
High School Students ◽  
Social Network ◽  
Social Networking ◽  
Structural Equation ◽  
Equation Model ◽  
School Students ◽  
Use Of Technology ◽  
Analysis Technique ◽  
Networking Technologies

Based on the research in the first year high school students in Jakarta Google+ social networking technologies application is ready and accept the Google+ social networking technology but not to the use of a continuous basis. Therefore there is need for the development of the research is to use the model Unified Theory Of Acceptance And Use Of Technology (UTAUT). This study was conducted to evaluate the acceptance of the Google+ social network that has been done in the first phase of the study. Based on the results of the first phase of the research is still considered less acceptable social networking Google + as a learning medium high school students. The present study is expected to implement Google+ as a social network that can be used to accomplish more tasks. The method used for processing the data is to use the analysis technique of Structural Equation Model (SEM). The results of this study is the use of Google technology among high school students is strongly influenced by the condition of the supporting facilities for both girls and boys. If the environmental conditions and good supporting facilities, the interest of high school students to use technology Google+ will be even greater

scholarly journals Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

2020 ◽  
Vol 17 (12) ◽  
pp. 4208 ◽  
Author(s):  
Rubén Trigueros ◽  
Elena Sanchez-Sanchez ◽  
Isabel Mercader ◽  
José M. Aguilar-Parra ◽  
Remedios López-Liria ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Social Skills ◽  
Structural Equation ◽  
Negative Relationship ◽  
Equation Model ◽  
School Students ◽  
Peer Harassment ◽  
Mood Scale

The objective of this study was to analyse the relationship between emotional intelligence and social skills, and how these two variables influence bullying. In this study, 912 Spanish high school students, 471 boys and 441 girls aged 14–16 years, participated, who were administered the Spanish version of the Trait Meta Mood Scale 24, the “Bateria de socialización BAS-3” and the Peer Harassment Questionnaire. To analyse the results, a structural equation model was made. The results reflected a positive relationship between emotional intelligence and social skills (B = 0.44, p < 0.001), and a negative relationship with respect to bullying (B = −0.56, p < 0.001). In turn, social skills reflected a negative relationship with respect to bullying (B = −0.38, p < 0.001). These results reflect the need to implement educational programs focused on the development of emotional intelligence in the classroom, as a means to try to stop bullying behaviours in the classroom.

scholarly journals Self-esteem of high school students: A structural equation modelling analysis

2019 ◽  
Vol 14 (3) ◽  
pp. 422-435
Author(s):  
Taner Atmaca ◽  
Hamit Ozen
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Self Esteem ◽  
Academic Stress ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
School Students ◽  
Parental Pressure ◽  
Equation Modelling

The aim of this study is to investigate the effect of the parents’ success pressure, academic stress and fear of negative evaluation on high school students’ self-esteem. The relationships between self-esteem and parent’s pressure for academic success, fear of negative evaluation and academic stress on high school students were investigated employing structural equation modelling. The data were collected from 499 students studying at an Anatolian high school in Duzce province with purposeful sampling method. The characteristic of this school is a project school with successful students who get the highest score in the High School Entrance Examination. The result demonstrates that parental pressure for academic achievement on students and associated academic stress increase students’ fear of being evaluated negatively at school, which in turn affects students’ self-esteem. The fear of negative evaluation is a partial mediator between parental pressure and self-esteem, and full mediation between academic stress and self-esteem. Keywords: Parent pressure; fear of negative evaluation; academic stress; self-esteem, high school.  

scholarly journals Psychometric properties of the Adolescents’Academic Motivation Scale (AAMS) in a representative sample of Dominican Republic high school students

2022 ◽  
Vol 38 (1) ◽  
pp. 93-100
Author(s):  
Betty Reyes ◽  
Irene Fernández ◽  
Sergio Pérez-Belmonte ◽  
Saturnino De los Santos ◽  
José M. Tomás ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Dominican Republic ◽  
Latent Variables ◽  
Representative Sample ◽  
Structural Equation ◽  
Academic Motivation ◽  
School Students ◽  
Motivation Scale

Within the growing body of research that has focused on academic success, academic motivation has gathered considerable attention. The aim of this this research is to present the first validation of the Adolescents’ Academic Motivation Scale (AAMS). Total sample was composed by 1712 students of secondary education from two districts in the Dominican Republic. The main measurement outcome was the AAMS. Results from the CFA were satisfactory: χ2(5) = 57.73, p < .001; CFI = .970; RMSEA = .079 [.061, .097], and SRMR = .024. IRT analyses favored the two-parameter logistic model, indicating that items were not equally discriminant. Structural Equation Model with latent variables in which academic motivation was a significant predictor of grades resulted in excellent fit: χ2(53) = 182.76, p < .001; CFI = .980; RMSEA = .038 90% CI [.032, .044], and SRMR = .025. In sum, this work presents an exhaustive psychometric analysis of the AAMS in a representative sample of high school Dominican students. Entre el creciente cuerpo de investigación que se ha centrado en el éxito académico, la motivación académica ha captado considerable atención. El objetivo de esta investigación es presentar la primera validación de la Escala de Motivación Académica de los Adolescentes (EMAA). La muestra total estuvo compuesta por 1712 estudiantes de secundaria de dos distritos de la República Dominicana. La medida principal fue la EMAA. Los resultados del AFC fueron satisfactorios: χ2(5) = 57.73, p < .001; CFI = .970; RMSEA = .079, 90% CI [.061, .097], y SRMR = .024. Los análisis de TRI favorecieron al modelo logístico de dos parámetros, indicando que los ítems no fueron igualmente discriminativos. El Modelo de Ecuaciones Estructurales en el que la motivación académica predecía de forma estadísticamente significativa las calificaciones obtuvo un ajuste excelente: χ2(53) = 182.76, p < .001; CFI = .980; RMSEA = .038 [.032, .044], and SRMR = .025. En resumen, este trabajo presenta un exhaustivo análisis psicométrico de la EMAA en una muestra representativa de estudiantes dominicanos de instituto.

scholarly journals Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students

2017 ◽  
Vol 20 ◽  
Author(s):  
Jesus Alfonso D. Datu
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Motivation ◽  
Autonomous Motivation ◽  
Affective States ◽  
School Students ◽  
Peace Of Mind ◽  
Controlled Motivation

AbstractRecent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = –.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

Stress, self-compassion, and school burnout in Thai high school students

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Thiti Ponkosonsirilert ◽  
Orawee Laemsak ◽  
Kullaya Pisitsungkagarn ◽  
Somboon Jarukasemthawee ◽  
Siripat Audboon ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Protective Factor ◽  
Positive Association ◽  
Optimal Level ◽  
School Students ◽  
Self Compassion ◽  
School Burnout ◽  
The Impact

AbstractObjectivesHigh school has been recognized as a critical period for many students. With the upcoming competition for university admission, they tend to encounter significant stress. Exceeding its optimal level, stress became debilitating and could escalate into school burnout, which entailed various negative outcomes. The current study, hence, was aimed to identify a protective factor that helped mediate the relationship between stress and school burnout in Thai high school students. Self-compassion was selected here, given its relevant conceptual grounds and its cultural relevance (i.e., Thai individuals shown to be particularly oriented toward self-compassion).MethodsData were collected from 170 Thai high school students, who responded to measures of stress, self-compassion, and school burnout. A structural equation model (SEM) was used to test the hypothetical model where the positive association between stress and school burnout was mediated by self-compassion.ResultsAll indices of the model fits were confirmed, and the proposed model explained 80% of the variance in school burnout.ConclusionThe role of self-compassion in alleviating the impact of stress on school burnout was shown and relevant implications were discussed.

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