Associations between School Burnout, Perceived Learning Difficulties, and Delayed Graduation from Upper Secondary Education: A Longitudinal Study

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL
Anne Karttunen, Airi Hakkarainen, Leena Holopainen
{"title":"Associations between School Burnout, Perceived Learning Difficulties, and Delayed Graduation from Upper Secondary Education: A Longitudinal Study","authors":"Anne Karttunen, Airi Hakkarainen, Leena Holopainen","doi":"10.17583/ijep.10637","DOIUrl":null,"url":null,"abstract":"The aim of this longitudinal study was to examine how adolescents’ school burnout profiles relate to perceived learning difficulties and delayed graduation in upper secondary education. Adolescents (N = 485, mean age 15.7 years) living in a mid-sized city in Finland completed questionnaires during their upper secondary education in either the academic or vocational track. A person-oriented approach was used, and the results imply that students with perceived learning difficulties are at a higher risk of school burnout than those who do not report learning difficulties. Adolescents with a higher likelihood of belonging to the ‘at risk of school burnout’ profile also had a higher risk of delayed graduation than students in other profiles, as well as those without perceived learning difficulties. In addition, students in the vocational track were more likely to belong to the ‘Not at risk of school burnout’ profile than to the other school burnout profiles. Girls had an increased risk of belonging to one of the three profiles indicating burnout than to the ‘not at risk of school burnout’ profile. These findings suggest that perceived learning difficulties affect adolescents’ lives longitudinally; thus, better identification of these difficulties and more effective support are needed.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":"18 3","pages":"0"},"PeriodicalIF":1.1000,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17583/ijep.10637","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0

Abstract

The aim of this longitudinal study was to examine how adolescents’ school burnout profiles relate to perceived learning difficulties and delayed graduation in upper secondary education. Adolescents (N = 485, mean age 15.7 years) living in a mid-sized city in Finland completed questionnaires during their upper secondary education in either the academic or vocational track. A person-oriented approach was used, and the results imply that students with perceived learning difficulties are at a higher risk of school burnout than those who do not report learning difficulties. Adolescents with a higher likelihood of belonging to the ‘at risk of school burnout’ profile also had a higher risk of delayed graduation than students in other profiles, as well as those without perceived learning difficulties. In addition, students in the vocational track were more likely to belong to the ‘Not at risk of school burnout’ profile than to the other school burnout profiles. Girls had an increased risk of belonging to one of the three profiles indicating burnout than to the ‘not at risk of school burnout’ profile. These findings suggest that perceived learning difficulties affect adolescents’ lives longitudinally; thus, better identification of these difficulties and more effective support are needed.
学校倦怠、感知学习困难与高中教育延迟毕业的关系:一项纵向研究
本研究旨在探讨青少年学业倦怠与高中学习困难及延迟毕业的关系。生活在芬兰一个中等城市的青少年(N = 485,平均年龄15.7岁)在高中阶段完成了学术或职业教育的问卷调查。采用了以人为本的方法,结果表明,有学习困难的学生比没有学习困难的学生有更高的学校倦怠风险。更有可能属于“学校倦怠风险”的青少年也比其他类型的学生以及没有学习困难的学生有更高的延迟毕业的风险。此外,职业方向的学生更有可能属于“没有学校倦怠风险”,而不是其他类型的学校倦怠。与“没有学校倦怠风险”的情况相比,女孩属于三种倦怠状态之一的风险更高。这些发现表明,认知学习困难对青少年的生活具有纵向影响;因此,需要更好地查明这些困难并提供更有效的支助。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信