Learning profiles and their relation to study-related burnout and academic achievement among university students

被引：66

作者：

Asikainen, Henna ^{[1
]}

Salmela-Aro, Katariina ^{[3
]}

Parpala, Anna ^{[2
]}

Katajavuori, Nina ^{[1
]}

机构：

[1] Univ Helsinki, Ctr Univ Teaching & Learning, Fac Educ Sci, Viikinkaari 11,PL 62, FIN-00014 Helsinki, Finland

[2] Univ Helsinki, Fac Educ Sci, Ctr Univ Teaching & Learning, Siltavuorenpenger 5A,PL 9, FIN-00014 Helsinki, Finland

[3] Univ Helsinki, Fac Educ Sci, PL 9,Siltavuorenpenger 1A, FIN-00014 Helsinki, Finland

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2020年 / 78卷

关键词：

Study-related burnout; Study profiles; Approaches to learning; Higher education; University students; MENTAL-HEALTH PROBLEMS; SCHOOL BURNOUT; COMMITMENT THERAPY; PERCEPTIONS; ENVIRONMENT; SUCCESS; ACCEPTANCE; ENGAGEMENT; QUALITY; INTERVENTION;

D O I：

10.1016/j.lindif.2019.101781

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The purpose of this study was to examine university students' learning profiles and their relationship to study-related burnout as well as study progression and study achievement. The participants in the study were 339 first-year university students. Four clusters were found: Students applying a deep approach; Organised students; Students applying a surface approach; and Unorganised students applying a deep approach. The results show that students who apply a surface approach to learning in their studies are more likely suffer from study-related burnout, as students applying a deep approach experience less study-related burnout. In addition, unorganised students applying a deep approach also proceeded slower in their studies. The study suggests that students' study skills and their learning processes should be considered when considering study-related burnout in higher education.

引用

页数：7

共 57 条

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