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School burnout and engagement in the context of demands–resources model
Author(s) -
SalmelaAro Katariina,
Upadyaya Katja
Publication year - 2014
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12018
Subject(s) - burnout , psychology , context (archaeology) , path analysis (statistics) , developmental psychology , longitudinal study , student engagement , social psychology , mental health , applied psychology , clinical psychology , pedagogy , medicine , paleontology , statistics , mathematics , pathology , psychotherapist , biology
Background A four‐wave longitudinal study tested the demands–resources model in the school context. Aim To examine the applicability of the demands–resources to the school context. Method Data of 1,709 adolescents were gathered, once during the transition from comprehensive to post‐comprehensive education, twice during post‐comprehensive education, and once 2 years later. Results The hypotheses were supported, path analysis showing that study demands were related to school burnout a year later, while study resources were related to schoolwork engagement. Self‐efficacy was positively related to engagement and negatively to burnout. School burnout predicted schoolwork engagement negatively 1 year later. Engagement was positively related to life satisfaction 2 years later, while burnout was related to depressive symptoms. Finally, burnout mediated the relationship between study demands and mental health outcomes. Conclusions The demands–resources model can usefully be applied to the school context, including the associations between school‐related burnout and engagement among adolescents. The model comprises two processes, the energy‐depleting process and the motivational process.