Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study
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EMPIRICAL RESEARCH
Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study Milja Parviainen Kati Vasalampi1
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Kaisa Aunola1 Minna Torppa2 Marja-Kristiina Lerkkanen2 Anna-Maija Poikkeus2 ●
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Received: 3 July 2020 / Accepted: 13 October 2020 © The Author(s) 2020
Abstract School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times (Time1–Time 4) from the end of primary school (T1; mean age 12.74 and range 11.71–14.20) to the first year of upper secondary education (T4; mean age 16.66 and range 15.55–18.39). The results of latent growth curve modeling showed that school burnout symptoms in upper secondary education were predicted by the level of school burnout symptoms at the end of primary school and by an increase in these symptoms across the transition from primary school through lower secondary school. In addition, psychological well-being, academic skills, and gender were found to contribute to the prediction of school burnout symptoms. Overall, the present study suggest that potential warning signs of school burnout should not be ignored and attention should be directed to earlier education phases. Keywords School burnout Academic skills Psychological well-being Upper secondary education Developmental trajectories ●
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Introduction Upper secondary education can constitute a particularly stressful period as it contains new challenges related to autonomous study and increased pressure to plan future educational and career paths. It is customary to experience schoolwork-related stress occasionally, but prolonged strain can lead to school burnout syndrome (Salmela-Aro et al. 2009a). School burnout among upper secondary education students has become a global concern (Walburg 2014). Finnish statistics (Finnish Institute for Health and Welfare 2019) indicate that almost one third of upper secondary
* Milja Parviainen milja.m.parviainen@jyu.fi 1
Department of Psychology, Faculty of Education and Psychology, University of Jyväskylä, P.O. Box 35, 40014 Jyväskylä, Finland
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Department of Teacher Education, Faculty of Education and Psychology, University of Jyväskylä, P.O. Box 35, 40014 Jyväskylä, Finland
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education students in an academic track report experiencing relatively high levels of school-related exhaustion. Given the way school burnout is linked, for instance, to students’ poorer academic achievement (Madigan and Curran 2020), lower well-being (Salmela-Aro et al. 2009b), and dropping out of school (Bask and Salmela-Aro 2013), there is an evident need to prevent students from burning out
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