Abstract
The present study examined the longitudinal relationship between effort-reward imbalance as a stressor and academic burnout as a strain. The study also examined the moderation effect of coping strategies, a problem-focused coping and an emotion-focused coping, in the relationship between effort-reward imbalance as a stressor and middle school students’ academic burnout as a strain using multi-group latent growth modeling (LGM) analysis. The results indicated a significant relationship between the initial status of effort-reward imbalance and the initial status of academic burnout. The results also indicated a significant relationship between the change rate of effort-reward imbalance and that of academic burnout. In addition, problem-focused coping strategies had a moderation effect on the relationship between effort-reward imbalance and academic burnout longitudinally. However, the emotion-focused coping strategy did not have a moderation effect. The authors discuss specific findings and practical implications for teachers and school psychologists.
| Original language | English |
|---|---|
| Pages (from-to) | 628-646 |
| Number of pages | 19 |
| Journal | School Psychology International |
| Volume | 38 |
| Issue number | 6 |
| DOIs | |
| State | Published - 1 Dec 2017 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2017S1A5B5A02026765).
Publisher Copyright:
© 2017, © The Author(s) 2017.
Keywords
- academic burnout
- coping
- effort-reward imbalance
- multi-group latent growth modeling
- stressor
