Development of academic hatred was examined at four time points across 7 months among 1,015 South Korean high school students. A multilevel growth model showed that the baseline of, and change in, academic hatred varied across individuals and classrooms. At the individual level, gender, parents’ academic pressure, depression, and test anxiety were related to the initial level of academic hatred; gender and test anxiety were associated with a decrease in academic hatred over time. At the class level, lower socio-economic status and higher teachers’ autonomy support were associated with a lower baseline of academic hatred, and higher teachers’ autonomy support decreased academic hatred. Influence mechanisms of protective and risk factors on students’ academic hatred can be considered for strategic and policy interventions.

中文翻译：

---

高中期间对学术工作的仇恨变化的多层次分析：以韩国的社会文化背景为重点

对 1,015 名韩国高中生在 7 个月内的四个时间点进行了学术仇恨的发展研究。多层次增长模型表明，学术仇恨的基线和变化因个人和课堂而异。在个体层面，性别、父母学业压力、抑郁、考试焦虑与学业仇恨的初始程度相关；随着时间的推移，性别和考试焦虑与学业仇恨的减少有关。在班级层面，较低的社会经济地位和较高的教师自主支持与较低的学术仇恨基线相关，较高的教师自主支持降低了学术仇恨。保护和风险因素对学生学业仇恨的影响机制可以作为战略和政策干预的考虑因素。