Dataset Information

Reciprocal effects of mathematics performance, school engagement and burnout during adolescence.

ABSTRACT:

Background

Transitioning into adolescence while simultaneously facing greater academic demands as the level of education increases often entails both academic challenges and general declines in students' school-related well-being. Still, however, relatively little is known about the causal relationship between students' academic well-being (i.e., school engagement and burnout) and their performance during the adolescent years.

Aims

This study examined longitudinal relations between adolescents' mathematics performance, school engagement and burnout (exhaustion, cynicism and inadequacy) across lower secondary education.

Sample

Data came from a longitudinal research project, following Finnish lower secondary school (grades 7-9) students (N = 1131) over 4 years (2016-2019).

Methods

Students completed standardized mathematics tests and self-report measures of school engagement and burnout at four time points, twice within both 7th and 9th grade. A random intercept cross-lagged panel model (RI-CLPM) was used to examine pathways between engagement, burnout and mathematics performance over time.

Results

Higher mathematics performance increased students' engagement and lowered their exhaustion and cynicism over time, whereas both engagement and exhaustion predicted higher performance. Negative relations were also found from inadequacy and cynicism on students' mathematics performance. Furthermore, school burnout predicted engagement both positively (from exhaustion) and negatively (from cynicism and inadequacy) within and between the school years, whereas engagement only predicted cynicism and inadequacy negatively within 7th grade.

Conclusions

Findings suggest that the overall relation between students' mathematics performance, engagement and burnout is rather reciprocal, but also, that the relations become more prominent over time, demonstrating the importance of supporting both learning and well-being in school.

SUBMITTER: Widlund A

PROVIDER: S-EPMC10087934 | biostudies-literature | 2023 Mar

REPOSITORIES: biostudies-literature

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Publications

Reciprocal effects of mathematics performance, school engagement and burnout during adolescence.

Widlund Anna A Tuominen Heta H Korhonen Johan J

The British journal of educational psychology 20220919 1

<h4>Background</h4>Transitioning into adolescence while simultaneously facing greater academic demands as the level of education increases often entails both academic challenges and general declines in students' school-related well-being. Still, however, relatively little is known about the causal relationship between students' academic well-being (i.e., school engagement and burnout) and their performance during the adolescent years.<h4>Aims</h4>This study examined longitudinal relations betwee ...[more]

PMID: 36121141

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Project description:Screen-based sedentary behaviors and emotional disorders are associated with one another in youth. Yet, the direction of the association is unclear, as is whether specific types of screen-based sedentary behaviors and emotional disorder symptoms are more closely linked. This study estimated the bi-directional associations between two types of screen-based sedentary behaviors and four types of self-reported emotional disorder symptoms, and tested whether physical activity buffered these associations in a Los Angeles high school student cohort (N = 2525, baseline Mage = 14.6 years). Participants completed baseline (9th Grade, 2013) and 12-month follow-up (10th grade, 2014) surveys reporting on: television viewing and computer/videogame use (≥4 h/day; yes/no), physical activity (≥60 min/day for ≥5 days/week), and Major Depressive Disorder (MDD), Generalized Anxiety Disorder (GAD), Panic Disorder (PD), and Social Phobia (SP) symptoms (meet/exceed [sub]clinical symptom threshold; yes/no). After adjusting for baseline screen-based sedentary behavior and covariates, students with (sub)clinical baseline MDD and GAD were at increased odds of high computer/videogame use one year later (OR = 1.36[95%CI, 1.07-1.73]; OR = 1.36[95%CI,1.09-1.71], respectively). Baseline SP was marginally related to increased computer/videogame use at follow-up (OR = 1.33[95%CI,1.04-1.69]). Greater baseline computer/videogame use was associated with increased odds of (sub)clinical GAD (OR = 1.54[95%CI,1.23-1.94]) and (sub)clinical SP (OR = 1.64[95%CI 1.27-2.12]) at follow-up; these associations were suppressed among baseline physically active students. Television viewing was unrelated to emotional disorder symptoms and PD was not associated with screen-based sedentary behaviors. Thus, only reciprocal associations between computer/videogame use, SP, and GAD during a one-year period of adolescence were observed. Interventions reducing computer/videogame use and increasing physical activity may improve adolescent emotional health.

Dataset Information

Reciprocal effects of mathematics performance, school engagement and burnout during adolescence.

Background

Aims

Sample

Methods

Results

Conclusions

Publications

Reciprocal effects of mathematics performance, school engagement and burnout during adolescence.

Similar Datasets

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