The role of teacher support in the self-esteem of Korean adolescents with burnout

IF 1.4 4区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-05 DOI:10.1177/20556365231207246

Hyunju Choi, S. Cho, Jiwon Kim, Sang Min Lee

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Abstract

This longitudinal study examined the mediating role of teacher support in the relationship between academic burnout and self-esteem among adolescents in Korea. A total of 154 adolescents (13 years old) were followed up for 4 years at 1-year intervals. Path analysis indicated that the developmental trajectory of academic burnout (i.e. the intercept and slope) leads to a lower level of teacher support (T4) and self-esteem (T4) after controlling for the effect of gender and self-worth. Moreover, teacher support mediated the relationship between development of academic burnout and self-esteem. The rate of change of academic burnout, as well as its initial value, exerted an indirect negative effect on self-esteem through the mediator of teacher support. It has been generally accepted that low self-esteem is the cause of academic burnout. However, our findings indicate that academic burnout might be an influencing factor of self-esteem, implying that the causal relationship between self-esteem and academic burnout should be reconsidered.

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教师的支持对有职业倦怠的韩国青少年自尊心的影响

本研究旨在探讨教师支持在韩国青少年学业倦怠与自尊之间的中介作用。共对154名13岁青少年进行了为期4年的随访，每隔1年进行一次。通径分析表明，在控制了性别和自我价值感的影响后，学业倦怠的发展轨迹(即截距和斜率)导致教师支持(T4)和自尊(T4)水平降低。教师支持在学业倦怠发展与自尊的关系中起中介作用。学业倦怠变化率及其初始值通过教师支持的中介作用对自尊产生间接负向影响。人们普遍认为，低自尊是学业倦怠的原因。然而，我们的研究结果表明学业倦怠可能是自尊的影响因素，这意味着自尊与学业倦怠之间的因果关系需要重新考虑。

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来源期刊

Journal of Psychologists and Counsellors in Schools Multiple-

CiteScore

2.20

自引率

7.70%

发文量

期刊介绍： Contributors to the Journal of Psychologists and Counsellors in Schools are from diverse backgrounds and focus on both educational and psychological topics. Articles address theoretical, practical and training issues that impact upon guidance and counselling professionals today.