Związek zaangażowania w studiowanie i wypalenia studiami z osiągnięciami akademickimi

This study addresses the question how students’ engagement and burnout are related to academic achievement the grade point average and the number of passed exams. The study involved 205 students. Multiple regression analysis indicated that burnout is direct significant predictor of grade point average, but the engagement is not. Relation between students’ engagement and the grade point average was mediated by level of burnout. Further analysis revealed that students who have passed all the exams in the first term were characterized by lower level of burnout than students who have not passed all the exams in the first term. However, students from both groups did not differ, in the level of study engagement. The results indicate that high academic achievement is related to the lack of a burnout rather than the presence of engagement. Results also show that the grade point average and the number of passed exams are poor indicators of the level of students’ engagement.

REFERENCES:

• Alarcon, G.M., Edwards, J.M., Menke, L.E. (2011). Student Burnout and Engagement : A Test of the Conservation of Resources Theory. The Journal of Psychology, 145 (3), s. 211-227.
• Artino, A.R. (2012). Academic self­efficacy: from educational theory to instructional practice. Perspectives on Medical Education, 1, s. 76-85.
• Bakker, A.B., Demerouti, E. (2014). The Job Demands­Resources Theory. W: P.Y. Chen, C.L. Cooper (red.), Work and Wellbeing: A Complete Reference Guide, Volume III (s. 37-65). West Sussex: John Wiley & Sons.
• Bakker, A.B., Sanz Vergel, A.I., Kuntze, J. (2014). Student engagement and performance: A weekly diary study on the role of openness. Motivation and Emotion, 39(1), s. 49-62.
• Baron, R.M., Kenny, D. (1986). The moderator­mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51 (6), s. 1173-1182.
• Batorski, D. (2013). Polacy wobec technologii cyfrowych uwarunkowania dostępności i sposobów korzystania. Diagnoza Społeczna 2013 Warunki i Jakość Życia Polaków Raport, Contemporary Economics, 7, s. 317-341.
• Bedyńska, S., Książek, M. (2012). Statystyczny drogowskaz 3, Praktyczny przewodnik wykorzystania modeli regresji oraz równań strukturalnych. Warszawa: Wydawnictwo Akademickie Sedno.
• CBOS (2014). Komunikat z badań Internauci 2014. Pobrano z: http://www.cbos.pl/SPISKOM.POL/2014/K_082_14.PDF.
• Chamorro­Premuzic, T., Furnham, A. (2008). Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences, 44 (7), s. 1596-1603.
• Chirkowska­Smolak, T., Kleka, P. (2011). The Maslach Burnout Inventory­General Survey: validation across different occupational groups in Poland. Polish Psychological Bulletin, 42 (2), s. 86-94.
• Dunne, E., Owen, D. (2013). The Student Engagement Handbook: Practice In Higher Education. Bingley: Emerald Group Publishing Limited.
• Fredricks, J.A., Blumenfeld, P.C., Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, s. 59-109.
• Gerber, C., Manskemp, N., Schlechter, A. (2013). Investigating the moderating effect of student engagement on academic performance. Acta Academica, 45 (4), s. 256-274.
• Harrison, W., Rainer, R.K., Hochwarter, W., Thompson, K.R. (1997). Testing the self­efficacy­performance linkage of social­cognitive theory. The Journal of Social Psychology, 137, s. 79-87.
• Hazel, C.E., Vazirabadi, G.E., Albanes, J. Gallagher, J. (2014). Evidence of convergent and discriminant validity of the Student School Engagement Measure. Psychological Assessment, 26 (3), s. 806-814.
• Hu, Q., Schaufeli, W.B. (2009). The factorial validity of the Maslach Burnout Inventory Student Survey in China. Psychological Reports, 105 (2), s. 394-408.
• Janosz, M., Archambault, I., Morizot, J., Pagani, L.S. (2008). School engagement trajectories and their differential predictive relations to dropout. Journal of Social Issues, 64 (1), s. 21-40.
• Jung­Sook, L. (2014). The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality? The Journal of Educational Research, 107 (3), s. 177-185.
• Leacha, L., Zepkea, N. (2011). Engaging students in learning: a review of a conceptual organizer. Higher Education Research & Development, 30 (2), s. 193-204.
• Maroco, J., Bonini Campos, J.A.D. (2012). Defining the Student Burnout Construct: a Structural Analysis From Three Burnout Inventories. Psychological Reports, 111 (3), s. 814-830.
• Maslach, C., Schaufeli, W.B., Leiter, M.P. (2001). Job burnout. Annual Review of Psychology, 52, s. 397-422.
• Prat­Sala, M., Redford, P. (2010). The interplay between motivation, self­efficacy, and approaches to studying. The British Journal of Educational Psychology, 80 (2), s. 283-305.
• Richardson, M., Abraham, C., Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta­analysis, Psychological Bulletin, 138 (2), s. 353-387.
• Salanova, M., Schaufeli, W., Martinez, I., Breso, E. (2010). How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement. Anxiety, Stress, and Coping, 23 (1), s. 53-70.
• Salmela­Aro, K., Upadyaya, K. (2014). School burnout and engagement in the context of demands­resources model. The British Journal of Educational Psychology, 84 (1), s. 137.
• Salmela­Aro, K., Savolainen, H., Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross­lagged longitudinal studies. Journal of Youth and Adolescence, 38 (10), s. 1316-1327.
• Schaufeli, W.B., Bakker, A.B. (2004). Job demands, job resources and their relationship with burnout and engagement: A multi­sample study. Journal of Organizational Behavior, 25, s. 293-331.
• Schaufeli, W.B. Martinez, I.M. Pinto, M., Salanova, M., Bakker, B. (2002). Burnout and Engagement in University Students: A Cross­National Study. Journal of Cross­Cultural Psychology, 33 (5), s. 464-481.
• Schaufeli, W., Taris, T. (2005). The conceptualization and measurement of burnout. Common ground and worlds apart. Work & Stress 19 (3), s. 256-262.
• Schaufeli, W., Leiter, M.P., Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14 (3), s. 204-220.
• Schaufeli, W.B., Bakker, A.B., Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross­national study. Educational and Psychological Measurement, 66 (4), s. 701-716.
• Stieger S., Reips, U.D., Voracek, M. (2007). Forced­response in online surveys: Bias from reactance and an increase in sex­specific drop out, Journal of the American Society for Information Science and Technology, 58 (11), s. 1657-1658.
• Szabowska­Walaszczyk, A., Zawadzka A., Wojtaś M. (2011). Zaangażowanie w pracę i jego korelaty: adaptacja skali UWES autorstwa Schaufeliego i Bakkera. Psychologia Jakości Życia, 10 (1), s. 57-74.
• Trowler, V., Trowler,P. (2010). Student engagement evidence summary. NewYork: Higher Education Academy.
• UJ, (2014). Zarządzenie nr 90 Rektora Uniwersytetu Jagiellońskiego z 17 września 2014 roku. Pobrane z: http://www.bip.uj.edu.pl/documents/1384597/64923073/zarz_90_2014.pdf.
• UW, (2014). Monitor Uniwersytetu Warszawskiego z dnia 30 września 2014 r. Zarządzenie nr 36 Rektora Uniwersytetu Warszawskiego z dnia 30 września 2014 r. Pobrane z: http://www.bss.uw.edu.pl/aktualnosci/M.2014.197.Zarz.36.pdf.
• Vasalampi, K., Salmela­Aro, K., Nurmi, J.E. (2009). Adolescents’ self­concordance, school engagement, and burnout predict their educational trajectories. European Psychologist, 14, s. 332-341.
• Wang, M. Te, Degol, J. (2014). Staying Engaged: Knowledge and Research Needs in Student Engagement. Child Development Perspectives, 8 (3), s. 137-143.
• Yang, H.J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical­vocational colleges. International Journal of Educational Development, 24 (3), s. 283-301.
• Zhang, Y., Gan, Y., Cham, H. (2007). Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences, 43 (6), s. 1529-1540.