• Educational Technology International
• /
• v.16 no.2
• /
• pp.85-110
• /
• 2015

This study investigated whether college students' self-efficacy, learning strategy utilization, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, learning strategy utilization, academic burnout, and school support were used as prediction variables; and course satisfaction and learning persistence, as criterion variables. The subjects were 178 students who registered for online and mobile "Culture and Art History" courses at K online university. They participated in an online survey. Multiple regression analysis revealed that self-efficacy and learning strategy utilization positively predicted course satisfaction and learning persistence, academic burnout negatively predicted them, and school support predicted neither. Accordingly, we suggest that raising self-efficacy and learning strategy utilization, and reducing academic burnout in the learning environment will improve the course satisfaction and learning persistence of online learners.

• Journal of Digital Convergence
• /
• v.12 no.9
• /
• pp.455-463
• /
• 2014

The purpose of this study is to define the paths through which academic burnout and self-efficacy of middle school students affect school adjustment, verify the path model of each factor, and examine the mediator effects of self-efficacy. In line with this objective, the study conducted a survey on 713 third year students of 3 different middle schools in city G. The first finding of this study confirmed that the path coefficient and suitablility index were significant, indicating that the path model was also significant. Second, academic burnout had direct negative effects on self-efficacy and school adjustment, while self-efficacy has positive effects on school adjustment. Third, self-efficacy was confirmed to have meaningful mediator effects on academic burnout and school adjustment. Based on these findings, academic burnout caused by excessive demand for academic success on korean students has negative effects on school adjustment, but if self-efficacy is well developed as an individual factor, school maladjustment can be reduced. Thus this study confirmed that psychological factors, such as self-efficacy, are necessary in school adjustment. Future studies were suggested on the basis of this study's findings.

• Journal of Fisheries and Marine Sciences Education
• /
• v.25 no.1
• /
• pp.152-166
• /
• 2013

The main purpose of this study is to see the differences of the achievement goal orientation, academic burnout, and school happiness between gifted and general students, and also to explore the effects on school happiness of their achievement goal orientation and academic burnout. To resolve the above research questions, this study used questionnaire method to 256 1st grade middle school students and 84 gifted students enrolled in Daegu metropolitan city. All data were analyzed by SPSS WIN 19.0 program. The results of this study are as follows. First, mastery goal, performance-approach goal and performance-avoidance goal of the gifted students were higher than the general students'. Second, all sub-variables of academic burnout except hostility and total score of academic burnout of the gifted students were lower than the general students. On the other hand, all sub-variables of school happiness except relationship with friends and emotional stability and total score school happiness of the gifted students were higher than the general students. Third, this study revealed that the achievement goal and academic burnout explain considerable amount of students' school happiness. In other words, the disfavor and skeptical attitude of general students for the study hinder school happiness. Lastly, this study suggest that some program or consulting need to be administerd to change the affective attitude of students into positively. And also variety of counselling program or some instructions dealing with stress for gifted students since the exhaustion of gifted students affects considerably their school happiness.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.9
• /
• pp.6009-6018
• /
• 2015

The purpose of the present study was to investigate the role of anticipated risks and anticipated benefits on the relationship between academic burnout and life satisfaction. The participants of this study were 326 university students and analyses for this study was conducted by using PASW 18.0 and Amos 8.0. The major achievements were as follows; anticipated risks confirmed partially mediating variable between academic burnout and life satisfaction. That is, academic burnout had some effect on life satisfaction through anticipated risks. Also, anticipated risks confirmed moderating variable between academic burnout and life satisfaction. Finally, the needs of development about the counseling and the education approaches as a special intervention was discussed, and that approaches were reflected academic burnout and anticipated risks to be reduced. And limitations and implications of subsequent further study were suggested in this research.

• Journal of the Korea Convergence Society
• /
• v.10 no.5
• /
• pp.71-78
• /
• 2019

This study attempted to identify convergent influence on depression and its association with job seeking stress, academic burnout and anxiety among college students. Data collection was carried out using a self-administered questionnaire from Nov. 12, 2018 to Dec. 14, 2018 and the target was randomly selected 304 students from colleges located in J area. Depression was positively correlated with job seeking stress, academic burnout and anxiety. The covariance structure analysis showed that the job seeking stress, the higher academic burnout and the higher anxiety tend to increase depression. These results show that to lower college students' depression, it is necessary to try to lower job seeking stress, academic burnout, and anxiety. These results are expected to be utilized for employment counseling, academic counseling, and expansion of resources for psychological stability and various interventions that lower the depression of college students. In future studies, the survey about additional factors of influence on the depression of college students will be needed.

• Journal of Gifted/Talented Education
• /
• v.24 no.2
• /
• pp.169-189
• /
• 2014

The purpose of this study was to compare elementary gifted student's academic stress, stress coping and academic burnout with those of general students and investigate the relationships between academic stress, stress coping and academic burnout. There is a significant meaning in promoting healthy growth and development by reducing academic stress and academic burnouts, as well as providing fundamental data to understand and mentor elementary gifted student and general students emotionally. The results obtained in this study were as follows. First, the results showed that the gifted students' academic stress, school stress, and after school academic stress were significantly lower than general students'. Second, the results showed that the elementary gifted students used more of active and socially supported ways to cope with stress while the general students use more of passive/evasive and aggressive ways to cope with stress. Third, the results showed that the score of gifted students' academic burnouts was significantly lower than that of regular students', and among general students, the students who spent more time than average time in the private education per week had significantly higher academic burnouts compared to the students who didn't. Fourth, the results showed that the elementary gifted students with high academic stress used more passive/evasive and aggressive ways to cope with stress. As a result of correlation analysis, it appeared a positive correlation between academic stress and academic burnout. Hierarchical multiple regression showed that academic stress and stress coping affected on academic burnout significantly.

• Journal of Korean Home Economics Education Association
• /
• v.28 no.1
• /
• pp.71-85
• /
• 2016

The purpose of this study was to investigate the mediating effects of stress coping strategy on the relationship between academic burnout and school adjustment in Korea adolescents. A survey was conducted using a convenience sample drawn from 1,232 students from junior high schools in Kunggi Province. Data were analyzed using SPSS package program. The survey results showed that 44.6% of students are dissatisfied with their own academic grade. Antipathy and cynicism showed the most impact on academic burnout. In addition, academic burnout was negatively related with school adjustment. Especially academic burnout exerted inverse relationship with school adjustment, whereas problem oriented and seeking social support coping positively influence on school adjustment. Problem oriented and seeking social support coping partially mediated the relationship between academic burnout and school adjustment. The results indicate that improvement of active stress coping is important to prevent the symptoms of academic burnout and to increase the school adjustment.

• Journal of Korean Academic Society of Home Health Care Nursing
• /
• v.24 no.1
• /
• pp.79-86
• /
• 2017

Purpose: This study was conducted to identify the factors affecting burnout of caregivers in geriatric hospitals. Methods: Data were collected from 266 formal caregivers working at Korean geriatric hospitals using self-report questionnaires between May 16 and June 30, 2016. The measured variables were burnout, emotional labor, job stress, job satisfaction, and self-efficacy experienced by caregivers. T-tests, ANOVA, Pearson correlation coefficients, and multiple regression were employed for data analysis. Results: The results indicated that emotional labor and job stress significantly influenced burnout of caregivers in geriatric hospitals; the explanatory power of the model was 27.3%. Conclusion: Based on the study results, we suggest further investigation of factors influencing burnout, and the development of strategies to prevent burnout by reducing emotional labor and job stress experienced by caregivers.

• Korean Journal of School Psychology
• /
• v.18 no.3
• /
• pp.399-423
• /
• 2021

We used structural equation modeling to analyze data from 298 high school students in South Korea to investigate the relationship between student-perceived teachers' calling and students' academic burnout and the mediating effects of student-perceived need-supportive teaching and students' basic psychological need satisfaction. The results showed that student-perceived teachers' calling was not directly related to students' academic burnout and that student-perceived need-supportive teaching mediated the indirect negative relationship between student-perceived teachers' calling and students' academic burnout. Furthermore, student-perceived need-supportive teaching and students' basic psychological need satisfaction sequentially mediated the indirect negative relationship between student-perceived teachers' calling and students' academic burnout. Implications and suggestions for future research are discussed based on these results.

• The Journal of Korean Society for School & Community Health Education
• /
• v.20 no.1
• /
• pp.85-95
• /
• 2019

Objectives: This study is to examine the influences of three sub-factors of resilience on academic burn out among a group of university students, with low resilience, majored in public health. Methods: The survey was made during January 1 to 13, 2017 and after checking the resilience scores of 166 respondents and the questionnaires of 115 respondents, whose scores were less than 195, an average score of Korea, were selected and analyzed using AMOS. Results: The average resilience and academic burn-out scores were 173 and 2.96, respectively. The goodness-of-fit of proposed model showed RMSEA=0.068, GFI=0.916, NFI=0.901, IFI=0.963, CFI=0.962 so, final measurement model was selected. The analysis of the suggested model showed that among three sub-factors of resilience, only self-control ability had a negative(-) effect on academic burnout and two others were shown to have no effects. Conclusion: By researching and introducing a education method that could enhance self-control ability, it would effectively reduce academic burnout in university students with low resilience and majored in public health.