Examining longitudinal relationship among effort reward imbalance, coping strategies and academic burnout in Korean middle school students
- Authors
- Kim, Boyoung; Kim, Eunjoo; Lee, Sang Min
- Issue Date
- 12월-2017
- Publisher
- SAGE PUBLICATIONS LTD
- Keywords
- academic burnout; coping; effort-reward imbalance; multi-group latent growth modeling; stressor
- Citation
- SCHOOL PSYCHOLOGY INTERNATIONAL, v.38, no.6, pp.628 - 646
- Indexed
- SSCI
SCOPUS
- Journal Title
- SCHOOL PSYCHOLOGY INTERNATIONAL
- Volume
- 38
- Number
- 6
- Start Page
- 628
- End Page
- 646
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/81246
- DOI
- 10.1177/0143034317723685
- ISSN
- 0143-0343
- Abstract
- The present study examined the longitudinal relationship between effort-reward imbalance as a stressor and academic burnout as a strain. The study also examined the moderation effect of coping strategies, a problem-focused coping and an emotion-focused coping, in the relationship between effort-reward imbalance as a stressor and middle school students' academic burnout as a strain using multi-group latent growth modeling (LGM) analysis. The results indicated a significant relationship between the initial status of effort-reward imbalance and the initial status of academic burnout. The results also indicated a significant relationship between the change rate of effort-reward imbalance and that of academic burnout. In addition, problem-focused coping strategies had a moderation effect on the relationship between effort-reward imbalance and academic burnout longitudinally. However, the emotion-focused coping strategy did not have a moderation effect. The authors discuss specific findings and practical implications for teachers and school psychologists.
- Files in This Item
- There are no files associated with this item.
- Appears in
Collections - College of Education > Department of Education > 1. Journal Articles
Items in ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.