ABSTRACT

This study examined latent profiles of school burnout symptoms, studyholism, and engagement among high-school students. The dimensions of school burnout (e.g., exhaustion, cynicism, feelings of inadequacy), studyholism, and overall school engagement were examined as indicators of the latent profiles. The OECD socio-emotional skills framework (curiosity, grit, social engagement, belongingness, and academic buoyancy) was examined in predicting students’ belonging to different latent groups. The participants were 1038 high-school students from the Helsinki metropolitan area who completed an online survey concerning their experiences of school-related burnout, engagement, studyholism, and key socio-emotional skills. The results from the latent profile analyses showed that three homogeneous groups of students could be identified according to students’ experiences of burnout, studyholism, and engagement, namely engaged (34%), stressed (47%), and burned out (19%) groups. The results showed that in the context of socio-emotional skills, those who reported high curiosity, grit, academic buoyancy, social engagement, and belongingness were more likely to belong to the engaged rather than the stressed or burned out groups, and to the stressed rather than the burned out group.

摘要

这项研究检查了学校倦怠症状，学习狂和高中生参与度的潜在特征。研究了学校倦怠的维度（例如，疲惫，玩世不恭，感觉不足），学习狂和整体学校参与度，以此作为潜在特征的指标。在预测学生属于不同潜伏群体的过程中，检验了经合组织的社会情感技能框架（好奇心，毅力，社交投入，归属感和学术浮力）。参与者是来自赫尔辛基都会区的1038名高中学生，他们完成了有关他们与学校相关的倦怠，敬业度，学习狂和关键的社会情感技能的经历的在线调查。潜在特征分析的结果表明，可以根据学生的倦怠，学习整体性和敬业度的经历，将其分为三类，即：敬业度（34％），压力（47％）和倦怠（19％）组。结果表明，在社交情感技能的背景下，那些具有较高的好奇心，毅力，学术浮躁，社交敬业度和归属感的人更可能属于敬业的群体，而不是压力大或精疲力尽的群体，以及压力大的群体。而不是精疲力尽的一群。