A leterheltség és a tanulmányi motiváció összefüggése szakgimnáziumi tanulóknál
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márc 2, 2020
Kulcsszavak:
követelmény-erőforrás modell, tanulmányi motiváció, középiskola, leterheltség
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A diákok iskolai leterheltsége sokat kutatott terület, amelyet leggyakrabban az óraszámokkal és a tanulmányokhoz kapcsolódó feladatok mennyiségével kapcsolatban tárgyalják. Egy másik szempontú megközelítést jelent a diákok pszichológiai értelemben vett leterheltségének vizsgálata, amelyhez elméleti keretként jelen kutatásban a követelmény-erőforrás modell alkalmaztuk (Demerouti et al., 2001). Ez a keretrendszer képes megragadni a leterheltséghez hozzájáruló tényezőket, például a negatív érzelmeket és a mentális megterhelést, illetve az ellen ható erőforrásokat (pl. tanárok támogatása, kontroll és személyes fejlődés lehetősége).
A kérdőíves vizsgálatban 329 szakgimnáziumi tanuló vett részt. Mérőeszközként az Iskolai Követelmény-Erőforrás Kérdőívet és a Tanulmányi Motiváció Kérdőívet alkalmaztuk. A korrelációelemzés eredményei szerint az erőforrások pozitív kapcsolatban állnak a belső és külső tanulmányi motivációval egyaránt. A követelmények a motivációs típusok közül egyedül az amotivációval mutattak együttjárást. A követelmények és erőforrások különbségeként meghatározott leterheltség pontszám pedig negatív kapcsolatban állt a motivációval.
A kutatás eredményei fontos hozzájárulást jelenthetnek a diákokat érő pszichológiai hatások megértésében. A statisztikai elemzések adatai szerint fontos szerepe lehet az erőforrások elérhetővé tételének a diákok leterheltségének csökkentésében, például a személyes fejlődés lehetőségének, a tanulásban megtapasztalt autonómia és kontroll kialakításával, illetve a szülői és tanári támogatás erősítésével.
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Jagodics, B., Varga, R., Szénási, S., Nagy, K., & Szabó, Éva. (2020). A leterheltség és a tanulmányi motiváció összefüggése szakgimnáziumi tanulóknál. Iskolakultúra, 30(3), 35–49. https://doi.org/10.14232/ISKKULT.2020.3.35
Folyóirat szám
Rovat
Tanulmány
Hivatkozások
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Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274–284. https://doi.org/10.1037/0022-0663.99.2.274
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Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002
Brookover, W. B., Schweitzer, J. H., Schneider, J. M., Beady, C. H., Flood, P. K., & Wisenbaker, J. M. (1978). Elementary School Social Climate and School Achievement. American Educational Research Journal, 15(2), 301–318. https://doi.org/10.3102/00028312015002301
Brouwers, A., Tomic, W., & Boluijt, H. (2011). Job demands, job control, social support and self-efficacy beliefs as determinants of burnout among physical education teachers. Europe’s Journal of Psychology, 7(1), 17–39. https://doi.org/10.5964/ejop.v7i1.103
Burnett, P. C., & Fanshawe, J. P. (1997). Measuring School-Related Stressors in Adolescents. Journal of Youth and Adolescence, 26(4), 415–428. https://doi.org/10.1023/A:1024529321194
Cilliers, J. R., Mostert, K., & Nel, J. A. (2017). Study demands, study resources and the role of personality characteristics in predicting the engagement of fist-year university students. South African Journal of Higher Education, 32(1). https://doi.org/10.20853/32-1-1575
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer US. https://doi.org/10.1007/978-1-4899-2271-7
Deci, E. L., & Ryan, R. M. (2000). The „What” and „Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Journal of Occupational Health Psychology, 23(2), 262–277. https://doi.org/10.1037/ocp0000070
Dobozy, G. (2015). A diákok mindennapjai, a tanulói munkaterhek vizsgálata az érettségi előtti és utáni 2-2 évfolyamon. Opus et Educatio, 2(3), 123–134.
Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., Iver, D. M., & Feldlaufer, H. (1993). Negative Effects of Traditional Middle Schools on Students’ Motivation. The Elementary School Journal, 93(5), 553–574. https://doi.org/10.1086/461740
Evers, W. J. G., Tomic, W., & Brouwers, A. (2004). Burnout among Teachers: Students’ and Teachers’ Perceptions Compared. School Psychology International, 25(2), 131–148. https://doi.org/10.1177/0143034304043670
Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12. https://doi.org/10.1016/j.ijer.2017.04.001
Folkman, S., Lazarus, R. S., Gruen, R. J., & DeLongis, A. (1986). Appraisal, coping, health status, and psychological symptoms. Journal of Personality and Social Psychology, 50(3), 571–579. https://doi.org/10.1037/0022-3514.50.3.571
Freudenberger, H. J. (1974). Staff Burn-Out. Journal of Social Issues, 30(1), 159–165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111–133. https://doi.org/10.1016/j.avb.2018.07.001
Gao, S., Yang, M., Wang, X., Min, W., & Rozelle, S. (2019). Peer relations and dropout behavior: Evidence from junior high school students in northwest rural China. International Journal of Educational Development, 65, 134–143. https://doi.org/10.1016/j.ijedudev.2018.04.001
Garon-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J.-P., Séguin, J. R., Vitaro, F., & Tremblay, R. E. (2016). Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association. Child Development, 87(1), 165–175. https://doi.org/10.1111/cdev.12458
Ghasemi, A., & Zahediasl, S. (2012). Normality Tests for Statistical Analysis: A Guide for Non-Statisticians. International Journal of Endocrinology and Metabolism, 10(2), 486–489. https://doi.org/10.5812/ijem.3505
Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School Disengagement as a Predictor of Dropout, Delinquency, and Problem Substance Use During Adolescence and Early Adulthood. Journal of Youth and Adolescence, 41(2), 156–166. https://doi.org/10.1007/s10964-011-9665-3
Hodge, B., Wright, B., & Bennett, P. (2019). Increasing student engagement and reducing exhaustion through the provision of demanding but well-resourced training. Journal of Further and Higher Education, 43(3), 406–417. https://doi.org/10.1080/0309877X.2017.1363385
Huebner, E. S., Gilman, R., & Laughlin, J. E. (1999). A Multimethod Investigation of the Multidimensionality of Children’s Well-Being Reports: Discriminant Validity of Life Satisfaction and Self-Esteem. Social Indicators Research, 46(1), 1–22. https://doi.org/10.1023/A:1006821510832
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Kember, D. (2004). Interpreting student workload and the factors which shape students’ perceptions of their workload. Studies in Higher Education, 29(2), 165–184. https://doi.org/10.1080/0307507042000190778
Konu, A. (2002). Well-being in schools: A conceptual model. Health Promotion International, 17(1), 79–87. https://doi.org/10.1093/heapro/17.1.79
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