Publication: Orientaciones
de
logro,
burnout
académico
y
satisfacción
intrínseca
hacia
la
escuela
en
estudiantes
de
Educación
Secundaria
Obligatoria
Authors
Usán Supervía, Pablo ; Salavera Bordás, Carlos
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Publisher
Universidad de Murcia
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DOI
http://dx.doi.org/10.6018/reifop.21.3.311371
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info:eu-repo/semantics/article
Description
Abstract
El
objetivo
del
presente
trabajo
fue
analizar
la
relación
entre
las
orientaciones
de
logro,
el
burnout
académico
y
la
satisfacción
intrínseca
hacia
la
escuela
en
una
muestra
de
1756
alumnos
(M=14.47;
DT=1.63)
pertenecientes
a
12
centros
de
Educación
Secundaria
Obligatoria
(ESO).
Los
instrumentos
utilizados
fueron
las
versiones
españolas
del
Perception
of
Success
Questionnaire
(POSQ),
el
Maslach
Burnout
Inventory–Student
Survey
(MBI-‐SS)
y
la
Intrinsic
Satisfaction
Classroom
Scale
(ISC).
Los
resultados
mostraron
relaciones
significativas
entre
las
orientaciones
de
logro
hacia
la
tarea,
eficacia
académica
y
diversión
en
la
escuela,
en
una
línea
de
comportamientos
más
autodeterminados,
así
como
la
relación
de
las
orientaciones
de
logro
hacia
el
ego
con
el
agotamiento
físico/emocional,
cinismo
y
aburrimiento,
en
otra
línea
de
comportamientos
menos
autodeterminados.
Se
desprende
la
importancia
de
la
promoción
de
comportamientos
adaptativos
orientados
al
esfuerzo,
autoeficacia
y
diversión
que
mejoren
el
bienestar
y
vida
académica
de
los
estudiantes
en
sus
centros
educativos.
The aim of the study was to analyze the relationship between burnout, engagement and academic self-‐efficacy in a sample of 1756 students (M=14.47; SD=1.63) belonging to 12 secondary education high schools. The instruments used were the Spanish version of the Perception of Success Questionnaire (POSQ), the Maslach Burnout Inventory-‐Student Survey (MBI-‐SS), and the Intrinsic Satisfaction Classroom Scale (ISC) (Duda and Nicholls, 2002). The results showed significant relationships between task orientations, academic efficacy and fun at school, in a more self-‐determined behavior than the relationship of ego orientations with physical/emotional exhaustion, cynicism and boredom, in a less self-‐ determined behavior. It is revealed the importance of promoting adaptive behaviors oriented to the effort, self-‐efficacy and fun that improve the well-‐being and academic life of the students in their high schools.
The aim of the study was to analyze the relationship between burnout, engagement and academic self-‐efficacy in a sample of 1756 students (M=14.47; SD=1.63) belonging to 12 secondary education high schools. The instruments used were the Spanish version of the Perception of Success Questionnaire (POSQ), the Maslach Burnout Inventory-‐Student Survey (MBI-‐SS), and the Intrinsic Satisfaction Classroom Scale (ISC) (Duda and Nicholls, 2002). The results showed significant relationships between task orientations, academic efficacy and fun at school, in a more self-‐determined behavior than the relationship of ego orientations with physical/emotional exhaustion, cynicism and boredom, in a less self-‐ determined behavior. It is revealed the importance of promoting adaptive behaviors oriented to the effort, self-‐efficacy and fun that improve the well-‐being and academic life of the students in their high schools.
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