Detecting the changes of latent profiles in academic burnout of middle school students
저자
발행사항
Seoul : Graduate School, Korea University, 2012
학위논문사항
學位論文(博士)-- 高麗大學校 大學院 : 敎育學科 2012. 8
발행연도
2012
작성언어
영어
주제어
발행국(도시)
서울
기타서명
중학생 학업소진 잠재프파일의 변화양상 검증
형태사항
xiii, 131 p. : 삽화, 도표 ; 26 cm
일반주기명
지도교수: 李相旼
참고문헌(p. 92-117)과 부록수록
소장기관
This study used latent transition analysis (LTA) to examine changes in academic burnout profiles during middle school times (grade 7th-2, 8th-1 and 8th-2). In addition, this study was to examine the effects of the covariates (i.e., gender, parent education, and coping strategy) in LTA model. To do so, the first goal was to identify profile of academic burnout for middle school students at each time point based on Maslach Burnout Inventory ? Student Survey (MBI-SS). For first aim, the following research question was presented: What kinds of burnout profiles would be identified among middle school students? The second goal was to describe developmental pattern of academic burnout throughout middle school using the LTA model. For the second aim, the following research question was presented: How do those profiles change over time? Finally, the third goal was to confirm effects of covariates for modeling change in academic profiles in LTA model. For last aim, the following research question was presented: What are the effects of covariate variables (i.e., gender, parent education, and coping strategy) on changes of academic burnout profiles over time? Total of 413 middle school students (TI: N=381, T2: N=375, T3: N=388) in Seoul, Korea participated in this study. The data was collected from one middle school of Seoul region of South Korea during three waves. Korean version of MBI-SS and Ways of Coping Checklist (WCC) were used to measure the levels of students? academic burnout and coping strategy. All instruments in the present study measured in the final of the semester. Mplus 5.0 and SPSS 18.0 were used to analyze the data.
The results of the present study showed that the middle school students could be best described by three latent profiles representing degree of academic burnout across three times: ?distressed (DS)?, ?intermediate (IM)?, and ?well-functioning (WF)?. DS is high scores on all subscales although cynicism was slightly higher score than emotional exhaustion and inefficacy. IM is maintaining medium score on all subscales. WF is low scores on all subscales although emotional exhaustion and inefficacy was slightly higher score than cynicism. The result of the current study proved evidence that academic burnout profiles are understood according to the degree, rather than type of profiles, of academic burnout during the middle school years. In the next, results indicated that as student developed throughout middle school they were likely to transition out of the WF group and into the DS and IM group. Specially, non burned-out group, that is WF group, transited to IM group and even DS group. In addition, distressed group of the academic burnout showed stability, that is, less movement to another groups than the IM and WF groups. Further, the result showed that both active coping and passive coping consistently differentiated the academic burnout profiles throughout the course of middle school. Active coping was associated with higher percentage being in the WF versus DS. Conversely, passive coping was associated with decreased odds of being in the WF.
Based on the results of the present study, there are several implications. Specifically, the present study can be utilized for designing prevention and intervention programs for middle school students as well as teacher and parents? training program for student discipline in school and counseling settings. First, helping professionals such as school counselors, teacher could understand the diverse types of academic burnout as well as conduct academic burnout interventions (e.g., preventing or decreasing students? academic burnout). Second, school counselors, teachers and parents should keen attention to WF group during middle school period. Because WF group students transited intermediate group very much over middle school time. These results imply that although students are adapting easily at the moment helping professional need to conduct prevention program for general students. To do so, helping professionals could plan prevention strategies through classroom guidance focusing on WF group students. In addition, since DS group of the academic burnout showed stability, professionals have to provide intensive treatment for being DS group students. Third, this result implies that helping professionals and parents should help to prompt active coping and refrain from passive coping. How to instruct effective coping strategy to manage academic burnout for students is very important. The study implies that teachers and parents? training to support students, as resources, could be good way to prompt active coping for middle school students. Moreover, it is crucial to implement prevention program to learn active coping and passive coping through the classroom guidance regularly.
There are several limitations associated with the present study. First, it is important to note that academic profiles were different with previous study in this study. Thus, further research is needed in order to identify the academic profiles with other populations for middle school student. Second, in the present study, the results were obtained for predominantly one middle school students in an urban community. These results may differ for other samples with different characteristics (e.g., gender, grade, academic pressure). Thus, it would be useful to replicate the results in larger samples. Additionally, it would be interesting to explore the special samples of chronic academic burnout groups having high academic demanding for middle school students (e.g., international middle school) in longitudinal designs. Third, the time interval of the study was relatively short (six months). These reason resulted in little changes of levels of each burnout profiles in this study. Thus, future study need to extended periods. The lastly, all instruments in the present research were self-reported questionnaires. In the case of self-reported questionnaires, students who experience high level of academic burnout may report low levels of burnout symptoms to minimize or maximize their symptoms. Therefore, future studies should also consider including biological indicators (e.g., blood pressure, cortisol levels) of burnout and stress to help offset the use of self-reported instruments.
서지정보 내보내기(Export)
닫기소장기관 정보
닫기권호소장정보
닫기오류접수
닫기오류 접수 확인
닫기음성서비스 신청
닫기음성서비스 신청 확인
닫기이용약관
닫기학술연구정보서비스 이용약관 (2017년 1월 1일 ~ 현재 적용)
학술연구정보서비스(이하 RISS)는 정보주체의 자유와 권리 보호를 위해 「개인정보 보호법」 및 관계 법령이 정한 바를 준수하여, 적법하게 개인정보를 처리하고 안전하게 관리하고 있습니다. 이에 「개인정보 보호법」 제30조에 따라 정보주체에게 개인정보 처리에 관한 절차 및 기준을 안내하고, 이와 관련한 고충을 신속하고 원활하게 처리할 수 있도록 하기 위하여 다음과 같이 개인정보 처리방침을 수립·공개합니다.
주요 개인정보 처리 표시(라벨링)
목 차
3년
또는 회원탈퇴시까지5년
(「전자상거래 등에서의 소비자보호에 관한3년
(「전자상거래 등에서의 소비자보호에 관한2년
이상(개인정보보호위원회 : 개인정보의 안전성 확보조치 기준)개인정보파일의 명칭 | 운영근거 / 처리목적 | 개인정보파일에 기록되는 개인정보의 항목 | 보유기간 | |
---|---|---|---|---|
학술연구정보서비스 이용자 가입정보 파일 | 한국교육학술정보원법 | 필수 | ID, 비밀번호, 성명, 생년월일, 신분(직업구분), 이메일, 소속분야, 웹진메일 수신동의 여부 | 3년 또는 탈퇴시 |
선택 | 소속기관명, 소속도서관명, 학과/부서명, 학번/직원번호, 휴대전화, 주소 |
구분 | 담당자 | 연락처 |
---|---|---|
KERIS 개인정보 보호책임자 | 정보보호본부 김태우 | - 이메일 : lsy@keris.or.kr - 전화번호 : 053-714-0439 - 팩스번호 : 053-714-0195 |
KERIS 개인정보 보호담당자 | 개인정보보호부 이상엽 | |
RISS 개인정보 보호책임자 | 대학학술본부 장금연 | - 이메일 : giltizen@keris.or.kr - 전화번호 : 053-714-0149 - 팩스번호 : 053-714-0194 |
RISS 개인정보 보호담당자 | 학술진흥부 길원진 |
자동로그아웃 안내
닫기인증오류 안내
닫기귀하께서는 휴면계정 전환 후 1년동안 회원정보 수집 및 이용에 대한
재동의를 하지 않으신 관계로 개인정보가 삭제되었습니다.
(참조 : RISS 이용약관 및 개인정보처리방침)
신규회원으로 가입하여 이용 부탁 드리며, 추가 문의는 고객센터로 연락 바랍니다.
- 기존 아이디 재사용 불가
휴면계정 안내
RISS는 [표준개인정보 보호지침]에 따라 2년을 주기로 개인정보 수집·이용에 관하여 (재)동의를 받고 있으며, (재)동의를 하지 않을 경우, 휴면계정으로 전환됩니다.
(※ 휴면계정은 원문이용 및 복사/대출 서비스를 이용할 수 없습니다.)
휴면계정으로 전환된 후 1년간 회원정보 수집·이용에 대한 재동의를 하지 않을 경우, RISS에서 자동탈퇴 및 개인정보가 삭제처리 됩니다.
고객센터 1599-3122
ARS번호+1번(회원가입 및 정보수정)