Academic Burnout Profiles and Motivation Styles Among Korean High School Students

This study aimed to identify academic burnout profiles and to examine how motivational styles distinguish burnout patterns using descriptive discriminant analysis. The data were collected from a total of 1,015 (95.8% response rate, 57.3% female) Korean high school students. The Distressed (entirely...

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Bibliographic Details
Published inJapanese psychological research Vol. 62; no. 3; pp. 184 - 195
Main Authors Lee, Min Young, Lee, Mi Kyoung, Lee, Min Joo, Lee, Sang Min
Format Journal Article
LanguageEnglish
Published Melbourne John Wiley & Sons Australia, Ltd 01.07.2020
Subjects
academic burnout
academic motivation
burnout intervention
burnout typology
self‐determination theory
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Summary:This study aimed to identify academic burnout profiles and to examine how motivational styles distinguish burnout patterns using descriptive discriminant analysis. The data were collected from a total of 1,015 (95.8% response rate, 57.3% female) Korean high school students. The Distressed (entirely burned out) and Well‐Functioning (not burned out) groups were distinguished by amotivation, internal motivation, and identified regulation. The Struggling (burned out but do one's best to achieve) and Laissez‐Faire (not actively participating in their study and could not achieve) groups were classified according to introjected and external regulation. Practical implications are discussed in regards to the alleviation of academic burnout and the improvement of students’ self‐determination.
ISSN:0021-5368
1468-5884
DOI:10.1111/jpr.12251