• Journal of the Korea Convergence Society
• /
• v.11 no.2
• /
• pp.175-185
• /
• 2020

The purpose of this study was to investigate the effects of academic stress on academic burnout, the role of academic failure tolerance, and interpersonal stress among college students. The data were collected from 345 undergraduate students from a university in Seoul and were analyzed with a regression analysis and bootstrapping. The results found that first, academic stress affected academic burnout; the more academic stress, the more burnout students experienced. Second, academic stress caused a decreased academic failure tolerance, which then resulted in academic burnout. Third, the mediating effect of the academic failure tolerance on the academic stress and academic burnout was controlled by an interpersonal stress. The present study has significant implications for investigating how the students' personal and social aspects of stress affect academic burnout and suggests appropriate intervention methods.

• The Journal of Korean Society for School & Community Health Education
• /
• v.23 no.4
• /
• pp.1-15
• /
• 2022

Objectives: The purpose of this study was to examine the mediating effect of Stress coping method in the relationship between Covid-19 stress and academic burnout of university students in the long-lasting Covid-19 situation. Methods: The subjects of this study were 323 college students and data were collected by on-line questionnaire survey. The collected data was analyzed using SPSS 23.0 and t-test, ANOVA, multiple linear regression analysis were conducted. Also mediation analysis was performed according to the Baron & Kenny method. Results: The results were as follows. First, students with high Covid-19 stress had high academic burnout by regression analysis. Second, in the stress coping method, the active coping method lowered academic burnout, and the passive coping method increased academic burnout. Third, the active coping method showed a partial mediating effect in the relationship between Covid-19 stress and the academic burnout(p<.01). Conclusions: In order to help college students cope with academic burnout caused by Covid-19 stress, it is recommended to guide students to use active coping method through counseling and education. Ultimately, it is necessary to support students to use various coping methods according to their situation appropriately.

• Journal of Korean society of Dental Hygiene
• /
• v.22 no.6
• /
• pp.541-550
• /
• 2022

Objectives: This study aimed to verify the degree of clinical practice transition shock, resilience, and academic burnout of dental hygiene students, and analyze factors affecting academic burnout. Methods: From September 1 to September 20, 2022, this study collected data from 201 dental hygiene students who experienced clinical practice, and subsequently conducted a t-test, one-way ANOVA, Pearson correlation analysis, and multiple regression analysis using the SPSS Statistics 22. Results: The transition shock and resilience showed a significantly negative correlation (r=-0.211), transition shock and academic burnout showed a significantly positive correlation (r=0.484), and resilience and academic burnout showed a significantly negative correlation (r=-0.568). Regarding factors affecting academic burnout, academic burnout increased when the transition shock was greater (β=0.263, p<0.001), major satisfaction after clinical practice was lower (β=0.180, p<0.05), and the average grades were lower (β=0.169, p<0.01). Academic burnout decreased when resilience was greater (β=-0.435, p<0.001). Conclusions: To prevent clinical practice transition shock and academic burnout, and to increase the resilience of dental hygiene students, it would be necessary to establish learning strategies, change the educational environment, and establish a systematic clinical practice management program.

• Korean Journal of School Psychology
• /
• v.18 no.1
• /
• pp.99-119
• /
• 2021

This study was conducted to identify profiles of loners and those likely to suffer academic burnout among middle school students and to determine whether these profiles differed by gender, ego-resilience, ego-weakness, and school adaptation. The participants in this study were 270 middle school students in Kyung-nam. The results showed that there were four main profiles of students related to their likelihood of being loners and suffering academic burnout: the adaptive group, which had a low tendency towards both loneliness and academic burnout; the burnout group, which had a high tendency towards academic burnout but a low tendency towards loneliness; the lonely group, which had a high tendency towards loneliness but a low tendency towards academic burnout; and the loner-burnout group, which had high tendencies towards both loneliness and academic burnout. Cross-tabulation and one-way ANOVA analyses of the four groups showed that the loneliness-burnout group had a statistically lower level of ego-resilience, higher level of ego-weakness, and lower level of school adaptation than the other groups. This paper discusses the implications for counseling middle school students and presents suggestions for future research.

• Journal of Gifted/Talented Education
• /
• v.25 no.3
• /
• pp.421-437
• /
• 2015

In this study, research was held on verifying mediator effects of academic resilience of gifted youth in relation between academic burnout and school adaptation. To accomplish this, academic burnout, school adaptation, and academic resilience for gifted youth were measured from the participants of 444 gifted youth who had participated in Gifted Education Center and Gifted Class. The results were analyzed by SPSS/WIN 21.0 and AMOS 21.0. A summary of the results of this study is as follows. First, it was revealed that academic resilience for gifted youth plays a role of full mediation in relation between academic burnout and school adaptation. Second, it was revealed that academic burnout and school adaptation had moderator effects in influence of academic resilience for gifted youth. Especially, school adaptation and academic burnout were observed to be negatively correlated with low group of academic resilience. Based on the results of the study, several implications and limitations were proposed for the role of academic resilience in gifted youth.

• Human Ecology Research
• /
• v.52 no.1
• /
• pp.43-53
• /
• 2014

The purpose of this study was to 1) investigate the characteristics of burnout of Korean elementary school students and 2) develop and validate the Korean Academic Burnout Scale-Elementary School Students (KABS-ESS). Fifty-one behavioral descriptions of burnout extracted through a preliminary survey, focus group interview, and literature review were administered to a sample of 531 elementary students of the 4th to 6th grade in Gyeonggi Province. The results of an exploratory factor analysis indicated that the structure of the burnout of Korean elementary school students consists of seven factors (i.e., inefficacy, avoidance, cynicism, emotional exhaustion, physical exhaustion, antipathy and cognitive exhaustion), and this structure of final 28 items was confirmed by the confirmatory factor analysis. The KABS-ESS showed a correlation of .771 with a representative academic burnout scale, Maslach Burnout Inventory-Student Survey, and -.561 with the academic engagement scale, indicating that both convergent and discriminant validities were confirmed. Furthermore, all fit indices of the structural equation model of the Schaufeli and Bakker's job demands-resources in an academic setting were satisfactory, and the possibility of the validity generalization of the model was supported. The demand variables predicting academic burnout and engagement were academic overload and parental pressure, while self-resilience, self-regulated learning strategies, and parental and the teacher's support were identified as the resource variables. Lastly, the implications and future direction of the present study were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.14 no.11
• /
• pp.5455-5464
• /
• 2013

The purpose of the present study was to investigate the role of self-regulated learning and academic burnout on the relationship between regulatory focus and academic achievement. The participants of this study were 312 university students and analyses for this study was conducted by using PASW 18.0 and Amos 8.0. The major achievements were as follows; Self-regulated learning confirmed mediating variable between regulatory focus and academic burnout, and academic burnout confirmed mediating variable between self-regulated learning and academic achievement. That is, regulatory focus had some effect on academic achievement through academic burnout based on self-regulatory learning. Finally, the needs of development about the counseling and the education approaches as a special intervention was discussed, and that approaches were reflected self-regulated learning to be improved and academic burnout to be reduced. Also, limitations and implications of subsequent further study were suggested in this research.

• Journal of the Korea Convergence Society
• /
• v.10 no.6
• /
• pp.219-225
• /
• 2019

This study explored the mediating effects of positive psychological capital on the relationship between academic grit and academic burnout perceived by high school students. This study was conducted through questionnaires of 573 second graders of high school in Daegu and analyzed by descriptive statistics, correlation analysis, structural equation modelling. The results of this study were as follows. First, academic grit had a negative effect on academic burnout. Second, positive psychological capital mediated the relationship between academic grit and academic burnout. This result implies that it is necessary to provide positive psychological capital to enhance or maintain academical grit in the context of academic burnout. In the subsequent study, it is needed to explore the mediating effects of positive psychological capital on sub-variables, the moderating effect of positive psychological capital profiles, the analysis of variance according to individual backgrounds such as gender and grade for academic grit and academic burnout, and the mediating or moderating effects of positive psychological capital on independent variables such as perfectionism, ego-resilience, and self-efficacy.

• (The)Korea Educational Review
• /
• v.24 no.3
• /
• pp.1-26
• /
• 2018

The purpose of the present study is to examine the effects of academic demands and resources into academic burnout and engagement among Korean highschool students, applying Job Demands-Resources Model(JD-R) into academic settings. A structural equational modeling was performed on data that collected from 934 seniors in 8 different highschool on the regular curriculum and investigated the relationships among academic demands, resources, burnout, and engagement. The results suggested that academic demands composed of effort, over-commitment, and teacher pressure had a positive effect both on academic burnout and engagement. On the other hand, academic resources consisted of rewards, peer support, teacher autonomy support, and parental academic support had a negative effect on academic burnout and a positive effect on academic engagement. The current study has its significance on applying JD-R model to academic setting and the further study as well as the limitations were suggested.

• Journal of Digital Convergence
• /
• v.18 no.11
• /
• pp.123-127
• /
• 2020

The purpose of this paper is to improve academic understanding of middle school students' academic problems by examining their impact on Academic Engagement and Academic Burnout, and to provide basic data to them in preparing various solutions. The Multiple Regression analysis was conducted on 388 middle school students to check the degree of influence on Academic Engagement and Academic Burnout, environmental Variables (parent relationship, friend relationship, teacher relationship) and individual Variables (life satisfaction, happiness, Self-Esteem, autonomy, Attention focused, Grit, depression). According to the analysis of 388 middle school students, the factors affecting Academic Engagement were: attention concentration, teacher relationship, persistence, self-respect, life satisfaction, parent relationship, depression and happiness. Second, the factors affecting Academic Burnout were depression, teacher relationships, friend relationships, parent relationships, persistence, self-respect, and attention. Since then, these findings have suggested directions and implications to prevent Academic Burnout, of middle school students in Korea and to them to Academic Engagement.