School burnout and schoolwork engagement profiles among French high school students: Associations with perceived academic stress and social support.

Autor: Vansoeterstede A; Conservatoire National des Arts et Métiers, Centre de Recherche sur le Travail et le Développement (EA 4132), Inetop, Paris, France.; Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, Boulogne-Billancourt, France., Cappe E; Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, Boulogne-Billancourt, France.; Institut Universitaire de France (IUF), Paris, France., Ridremont D; Université Paris Cité and Univ Gustave Eiffel, LaPEA, Boulogne-Billancourt, France., Boujut E; Laboratoire CHArt (Cognitions Humaine et Artificielle), Site Universitaire de Gennevilliers, Cergy Paris Université, Gennevilliers, France.
Jazyk: angličtina
Zdroj: Journal of research on adolescence : the official journal of the Society for Research on Adolescence [J Res Adolesc] 2024 Sep; Vol. 34 (3), pp. 969-986. Date of Electronic Publication: 2024 Jul 02.
DOI: 10.1111/jora.12991
Abstrakt: Adolescents' well-being at school is positively affected by social support from parents, teachers, and peers and negatively affected by academic stress. However, little is known about how specific academic stressors are related to study-related well-being profiles. This study used a person-centered approach to identify the profiles of high school students based on their school burnout (i.e., exhaustion and cynicism) and engagement levels to examine their associated levels of perceived academic stress, social support, and sociodemographic characteristics. Using cluster analysis on a sample of 540 high school students (67.8% girls), we identified five profiles labeled "Engaged" (22.4%), "Relaxed" (18.9%), "Overextended" (25.6%), "Disengaged" (17.6%), and "Burned out" (15.4%). The "Engaged" and "Relaxed" groups experienced similar levels of perceived social support, but the "Engaged" students showed higher academic stress levels. The "Overextended" group displayed high academic stress with lower social support, while the "Disengaged" group showed low stress with low social support. Finally, the "Burned out" group displayed the highest academic stress and the lowest perceived support. Results are discussed within the demands-resources model of school burnout and clinical implications are presented for each profile.
(© 2024 Society for Research on Adolescence.)
Databáze: MEDLINE
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