The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

被引：51
作者：
Trigueros, Ruben [1 ]
Padilla, Ana [2 ]
Aguilar-Parra, Jose M. [1 ]
Mercader, Isabel [1 ]
Lopez-Liria, Remedios [3 ]
Rocamora, Patricia [3 ]
机构：
[1] Univ Almeria, Hlth Res Ctr, Hum 878 Res Team, Dept Psychol, Almeria 04120, Spain
[2] Res Ctr Hablame, Almeria 04005, Spain
[3] Univ Almeria, Hlth Res Ctr, Dept Nursing, Physiotherapy & Med, Almeria 04120, Spain
来源：
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH | 2020年 / 17卷 / 20期
关键词：
teacher leadership; motivation; resilience; burnout; academic performance; PHYSICAL-EDUCATION; INTRINSIC MOTIVATION; UNIVERSITY-STUDENTS; SELF-DETERMINATION; EFFICACY BELIEFS; MEDIATING ROLE; ENGAGEMENT; COLLABORATION; PERFECTIONISM; ACHIEVEMENT;
D O I：
10.3390/ijerph17207687
中图分类号：
X [环境科学、安全科学];
学科分类号：
08 ; 0830 ;
摘要：
Currently, the university failure rate is around 33% of students starting their studies. Among the main reasons are demanding academic situations and the use of inappropriate coping strategies. Therefore, the aim of this study was to analyze the influence of teacher leadership on academic resilience and motivation, burnout, and academic performance. This study involved 3354 university students. A structural equation model was made to analyze the predictive relationships between the study's variables. The results showed that teacher leadership positively predicted academic resilience and motivation; academic resilience negatively predicted burnout and positively predicted academic performance; likewise, academic motivation negatively predicted burnout and positively predicted academic performance; finally, burnout negatively predicted academic resilience.
引用
收藏
页码：1 / 11
页数：12
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