Understanding school burnout: Does self-control matter?

被引：39

作者：

Seibert, Gregory S. ^{[1
]}

May, Ross W. ^{[1
]}

Fitzgerald, Michael C. ^{[1
]}

Fincham, Frank D. ^{[1
]}

机构：

[1] Florida State Univ, Family Inst, 310 Longmire, Tallahassee, FL 32306 USA

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2016年 / 49卷

关键词：

School burnout; Self-control; Ego depletion; Academic performance; EGO DEPLETION; RESOURCE; FAILURE; DEMANDS; HEALTH; MODEL;

D O I：

10.1016/j.lindif.2016.05.024

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Three studies examined school burnout and self-control. Study 1 investigated their association in two independent undergraduate samples (N = 243, N = 126) and documented a consistent, negative relationship between dispositional self-control and school burnout when controlling for affective symptomology. Study 2 (N = 428) examined whether dispositional self-control moderated the relationship between school burnout and important academic outcomes (grade point average, absenteeism). A school burnout by dispositional self-control interaction emerged such that poorer academic outcomes occurred at higher levels of school burnout when levels of self-control were lower. Using an experimental design, Study 3 (N = 477) evaluated the casual relationship between school burnout and state self-control. Individuals induced to experience low rather than high state self-control demonstrated a stronger association between school burnout and arithmetic performance. These findings highlight the critical role of dispositional and state self-control in moderating school burnout. Directions for future research are discussed. (C) 2016 Elsevier Inc. All rights reserved.

引用

页码：120 / 127

页数：8

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