Skip to main content
Top
Gepubliceerd in:

20-02-2023 | Empirical Research

When Insecure Self-Worth Drains Students’ Energy: Academic Contingent Self-Esteem and Parents’ and Teachers’ Perceived Conditional Regard as Predictors of School Burnout

Auteurs: Jeroen Lavrijsen, Bart Soenens, Maarten Vansteenkiste, Karine Verschueren

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 4/2023

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Whereas both the family and school environment have been suggested to affect school burnout risks, the role of conditionally regarding parenting or teaching, in which affection is granted conditional on student achievement, in the development of school burnout has not yet been examined. This longitudinal study investigated students’ academic contingent self-esteem and parental and teacher conditional regard as antecedents of school burnout. The study sample consisted of Flemish early adolescents (n = 3409; Mage = 12.4 years (SD = 0.49) at the first measurement occasion; 50.3% males), which were surveyed twice (start of Grade 7 and Grade 8). Using Latent Change Modeling, academic contingent self-esteem was found to predict school burnout. Parental and teacher conditional regard both contributed to school burnout, partly through academic contingent self-esteem. Whereas negative conditional regard had the strongest implications for school burnout, positive conditional regard contributed most strongly to contingent self-esteem. Associations were systematically found both at the between-student level (i.e., high levels of antecedents were related to high levels of school burnout) and at the within-student level (i.e., increases in antecedents over time were related to concomitant increases in school burnout). These findings emphasize that communicating conditional approval to adolescents may increase school burnout risks, thus jeopardizing their healthy academic development.
Voetnoten
1
In the second and fourth wave, no measures capturing parental conditional regard were collected.
 
2
In Flanders (the Dutch-speaking part of Belgium), about 85–90% of the students start secondary education in the regular stream with a large common core. A minority of students attend either special needs education or a vocationally preparatory track, which caters for students that did not successfully complete primary school and prepares for vocational education. In the present study, only students from the regular stream were recruited.
 
3
In Flanders (Belgium), families receive financial support for children attending school when the family income is under a certain limit (depending on family size).
 
Literatuur
go back to reference Aelterman, N., Vansteenkiste, M., Van den Berghe, L., De Meyer, J., & Haerens, L. (2014). Fostering a need-supportive teaching style: Intervention effects on physical education teachers’ beliefs and teaching behaviors. Journal of Sport and Exercise Psychology, 36(6), 595–609.PubMedCrossRef Aelterman, N., Vansteenkiste, M., Van den Berghe, L., De Meyer, J., & Haerens, L. (2014). Fostering a need-supportive teaching style: Intervention effects on physical education teachers’ beliefs and teaching behaviors. Journal of Sport and Exercise Psychology, 36(6), 595–609.PubMedCrossRef
go back to reference Assor, A., & Tal, K. (2012). When parents’ affection depends on child’s achievement: Parental conditional positive regard, self-aggrandizement, shame and coping in adolescents. Journal of Adolescence, 35(2), 249–260.PubMedCrossRef Assor, A., & Tal, K. (2012). When parents’ affection depends on child’s achievement: Parental conditional positive regard, self-aggrandizement, shame and coping in adolescents. Journal of Adolescence, 35(2), 249–260.PubMedCrossRef
go back to reference Assor, A., Roth, G., & Deci, E. L. (2004). The emotional costs of parents’ conditional regard: A self‐determination theory analysis. Journal of Personality, 72(1), 47–88.PubMedCrossRef Assor, A., Roth, G., & Deci, E. L. (2004). The emotional costs of parents’ conditional regard: A self‐determination theory analysis. Journal of Personality, 72(1), 47–88.PubMedCrossRef
go back to reference Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101(2), 482–497.CrossRef Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101(2), 482–497.CrossRef
go back to reference Aunola, K., Sorkkila, M., Viljaranta, J., Tolvanen, A., & Ryba, T. V. (2018). The role of parental affection and psychological control in adolescent athletes’ symptoms of school and sport burnout during the transition to upper secondary school. Journal of Adolescence, 69, 140–149.PubMedCrossRef Aunola, K., Sorkkila, M., Viljaranta, J., Tolvanen, A., & Ryba, T. V. (2018). The role of parental affection and psychological control in adolescent athletes’ symptoms of school and sport burnout during the transition to upper secondary school. Journal of Adolescence, 69, 140–149.PubMedCrossRef
go back to reference Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C., & Vlachopoulos, S. (2018). Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50–63.CrossRef Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C., & Vlachopoulos, S. (2018). Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50–63.CrossRef
go back to reference Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511–528.CrossRef Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511–528.CrossRef
go back to reference Blom, V. (2012). Contingent self-esteem, stressors and burnout in working women and men. Work, 43(2), 123–131.PubMedCrossRef Blom, V. (2012). Contingent self-esteem, stressors and burnout in working women and men. Work, 43(2), 123–131.PubMedCrossRef
go back to reference Boncquet, M., Soenens, B., Verschueren, K., Lavrijsen, J., Flamant, N., & Vansteenkiste, M. (2020). Killing two birds with one stone: The role of motivational resources in predicting changes in achievement and school well-being beyond intelligence. Contemporary Educational Psychology, 63, 101905.CrossRef Boncquet, M., Soenens, B., Verschueren, K., Lavrijsen, J., Flamant, N., & Vansteenkiste, M. (2020). Killing two birds with one stone: The role of motivational resources in predicting changes in achievement and school well-being beyond intelligence. Contemporary Educational Psychology, 63, 101905.CrossRef
go back to reference Brummelman, E., Thomaes, S., Walton, G. M., Poorthuis, A. M., Overbeek, G., Orobio de Castro, B., & Bushman, B. J. (2014). Unconditional regard buffers children’s negative self-feelings. Pediatrics, 134(6), 1119–1126.PubMedCrossRef Brummelman, E., Thomaes, S., Walton, G. M., Poorthuis, A. M., Overbeek, G., Orobio de Castro, B., & Bushman, B. J. (2014). Unconditional regard buffers children’s negative self-feelings. Pediatrics, 134(6), 1119–1126.PubMedCrossRef
go back to reference Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504.CrossRef Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504.CrossRef
go back to reference Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99–111.CrossRef Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99–111.CrossRef
go back to reference Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
go back to reference Cohen, R., Moed, A., Shoshani, A., Roth, G., & Kanat-Maymon, Y. (2020). Teachers’ conditional regard and students’ need satisfaction and agentic engagement: a multilevel motivation mediation model. Journal of Youth and Adolescence, 49(4), 790–803.PubMedCrossRef Cohen, R., Moed, A., Shoshani, A., Roth, G., & Kanat-Maymon, Y. (2020). Teachers’ conditional regard and students’ need satisfaction and agentic engagement: a multilevel motivation mediation model. Journal of Youth and Adolescence, 49(4), 790–803.PubMedCrossRef
go back to reference Crocker, J., & Knight, K. M. (2005). Contingencies of self-worth. Current Directions in Psychological Science, 14(4), 200–203.CrossRef Crocker, J., & Knight, K. M. (2005). Contingencies of self-worth. Current Directions in Psychological Science, 14(4), 200–203.CrossRef
go back to reference Crocker, J., Karpinski, A., Quinn, D. M., & Chase, S. K. (2003). When grades determine self-worth: consequences of contingent self-worth for male and female engineering and psychology majors. Journal of Personality and Social Psychology, 85(3), 507.PubMedCrossRef Crocker, J., Karpinski, A., Quinn, D. M., & Chase, S. K. (2003). When grades determine self-worth: consequences of contingent self-worth for male and female engineering and psychology majors. Journal of Personality and Social Psychology, 85(3), 507.PubMedCrossRef
go back to reference Curran, P. J., & Bauer, D. J. (2011). The disaggregation of within-person and between-person effects in longitudinal models of change. Annual Review of Psychology, 62, 583.PubMedPubMedCentralCrossRef Curran, P. J., & Bauer, D. J. (2011). The disaggregation of within-person and between-person effects in longitudinal models of change. Annual Review of Psychology, 62, 583.PubMedPubMedCentralCrossRef
go back to reference Curran, T. (2018). Parental conditional regard and the development of perfectionism in adolescent athletes: The mediating role of competence contingent self-worth. Sport, Exercise, and Performance Psychology, 7(3), 284.CrossRef Curran, T. (2018). Parental conditional regard and the development of perfectionism in adolescent athletes: The mediating role of competence contingent self-worth. Sport, Exercise, and Performance Psychology, 7(3), 284.CrossRef
go back to reference Dahlin, M., Joneborg, N., & Runeson, B. (2007). Performance-based self-esteem and burnout in a cross-sectional study of medical students. Medical Teacher, 29(1), 43–48.PubMedCrossRef Dahlin, M., Joneborg, N., & Runeson, B. (2007). Performance-based self-esteem and burnout in a cross-sectional study of medical students. Medical Teacher, 29(1), 43–48.PubMedCrossRef
go back to reference David, A. (2010). Examining the relationship of personality and burnout in college students: The role of academic motivation. Educational Measurement and Evaluation Review, 1, 90–104. David, A. (2010). Examining the relationship of personality and burnout in college students: The role of academic motivation. Educational Measurement and Evaluation Review, 1, 90–104.
go back to reference Duineveld, J. J., Parker, P. D., Ryan, R. M., Ciarrochi, J., & Salmela-Aro, K. (2017). The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions. Developmental Psychology, 53(10), 1978–1994. https://doi.org/10.1037/dev0000364.CrossRefPubMed Duineveld, J. J., Parker, P. D., Ryan, R. M., Ciarrochi, J., & Salmela-Aro, K. (2017). The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions. Developmental Psychology, 53(10), 1978–1994. https://​doi.​org/​10.​1037/​dev0000364.CrossRefPubMed
go back to reference Eccles, J. S., Midgley, C., Wigeld, A., Buchanan, C. M., Reuman, D., & Flanagan, C. (1993). The impact of stage-environment on young adolescents experiences in schools and in families. American Psychologist, 48(2), 90–101.PubMedCrossRef Eccles, J. S., Midgley, C., Wigeld, A., Buchanan, C. M., Reuman, D., & Flanagan, C. (1993). The impact of stage-environment on young adolescents experiences in schools and in families. American Psychologist, 48(2), 90–101.PubMedCrossRef
go back to reference Fairlamb, S. (2022). We need to talk about self-esteem: The effect of contingent self-worth on student achievement and well-being. Scholarship of Teaching and Learning in Psychology, 8(1), 45.CrossRef Fairlamb, S. (2022). We need to talk about self-esteem: The effect of contingent self-worth on student achievement and well-being. Scholarship of Teaching and Learning in Psychology, 8(1), 45.CrossRef
go back to reference Froiland, J. M. (2015). Parents’ weekly descriptions of autonomy supportive communication: Promoting children’s motivation to learn and positive emotions. Journal of Child and Family Studies, 24(1), 117–126.CrossRef Froiland, J. M. (2015). Parents’ weekly descriptions of autonomy supportive communication: Promoting children’s motivation to learn and positive emotions. Journal of Child and Family Studies, 24(1), 117–126.CrossRef
go back to reference Garn, A. C., & Jolly, J. L. (2015). A model of parental achievement-oriented psychological control in academically gifted students. High Ability Studies, 26(1), 105–116.CrossRef Garn, A. C., & Jolly, J. L. (2015). A model of parental achievement-oriented psychological control in academically gifted students. High Ability Studies, 26(1), 105–116.CrossRef
go back to reference Gewirtz, J. L., & Peláez-Nogueras, M. (1991). Proximal mechanisms underlying the acquisition of moral behavior patterns. In W. M. Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development, Vol. 1. Theory; Vol. 2. Research; Vol. 3. Application (pp. 153–182). Lawrence Erlbaum Associates. Gewirtz, J. L., & Peláez-Nogueras, M. (1991). Proximal mechanisms underlying the acquisition of moral behavior patterns. In W. M. Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development, Vol. 1. Theory; Vol. 2. Research; Vol. 3. Application (pp. 153–182). Lawrence Erlbaum Associates.
go back to reference Haines, J. E., & Schutte, N. S. (2022). Parental conditional regard: A meta‐analysis. Journal of Adolescence, 1–29. Haines, J. E., & Schutte, N. S. (2022). Parental conditional regard: A meta‐analysis. Journal of Adolescence, 1–29.
go back to reference Hampel, P., & Petermann, F. (2005). Age and gender effects on coping in children and adolescents. Journal of Youth and Adolescence, 34(2), 73–83.CrossRef Hampel, P., & Petermann, F. (2005). Age and gender effects on coping in children and adolescents. Journal of Youth and Adolescence, 34(2), 73–83.CrossRef
go back to reference Herrmann, J., Koeppen, K., & Kessels, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective. Learning and Individual Differences, 69, 150–161.CrossRef Herrmann, J., Koeppen, K., & Kessels, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective. Learning and Individual Differences, 69, 150–161.CrossRef
go back to reference Hertzog, C., & Nesselroade, J. R. (2003). Assessing psychological change in adulthood: An overview of methodological issues. Psychology and Aging, 18(4), 639.PubMedCrossRef Hertzog, C., & Nesselroade, J. R. (2003). Assessing psychological change in adulthood: An overview of methodological issues. Psychology and Aging, 18(4), 639.PubMedCrossRef
go back to reference Hill, A. P., & Curran, T. (2016). Multidimensional perfectionism and burnout: A meta-analysis. Personality and Social Psychology Review, 20(3), 269–288.PubMedCrossRef Hill, A. P., & Curran, T. (2016). Multidimensional perfectionism and burnout: A meta-analysis. Personality and Social Psychology Review, 20(3), 269–288.PubMedCrossRef
go back to reference Howardson, G. N., Karim, M. N., & Horn, R. G. (2017). The latent change score model: A more flexible approach to modeling time in self-regulated learning. Journal of Business and Psychology, 32(3), 317–334.CrossRef Howardson, G. N., Karim, M. N., & Horn, R. G. (2017). The latent change score model: A more flexible approach to modeling time in self-regulated learning. Journal of Business and Psychology, 32(3), 317–334.CrossRef
go back to reference Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.CrossRef Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.CrossRef
go back to reference Itzhaki-Braun, Y., Itzhaky, H., & Yablon, Y. B. (2020). Predictors of high-school dropout among Ultraorthodox Jewish youth. Frontiers in Psychology, 1911. Itzhaki-Braun, Y., Itzhaky, H., & Yablon, Y. B. (2020). Predictors of high-school dropout among Ultraorthodox Jewish youth. Frontiers in Psychology, 1911.
go back to reference van der Kaap-Deeder, J., Wouters, S., Verschueren, K., Briers, V., Deeren, B., & Vansteenkiste, M. (2016). The pursuit of self-esteem and its motivational implications. Psychologica Belgica, 56(2), 143.PubMedPubMedCentralCrossRef van der Kaap-Deeder, J., Wouters, S., Verschueren, K., Briers, V., Deeren, B., & Vansteenkiste, M. (2016). The pursuit of self-esteem and its motivational implications. Psychologica Belgica, 56(2), 143.PubMedPubMedCentralCrossRef
go back to reference Kaplan, H. (2018). Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Social Psychology of Education, 21(1), 223–255.CrossRef Kaplan, H. (2018). Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Social Psychology of Education, 21(1), 223–255.CrossRef
go back to reference Kline, R. B. (2015). Principles and practice of structural equation modeling: Guilford Publications. Kline, R. B. (2015). Principles and practice of structural equation modeling: Guilford Publications.
go back to reference Kljajic, K., Gaudreau, P., & Franche, V. (2017). An investigation of the 2× 2 model of perfectionism with burnout, engagement, self-regulation, and academic achievement. Learning and Individual Differences, 57, 103–113.CrossRef Kljajic, K., Gaudreau, P., & Franche, V. (2017). An investigation of the 2× 2 model of perfectionism with burnout, engagement, self-regulation, and academic achievement. Learning and Individual Differences, 57, 103–113.CrossRef
go back to reference Korhonen, J., Linnanmäki, K., & Aunio, P. (2014). Learning difficulties, academic well-being and educational dropout: A person-centered approach. Learning and Individual Differences, 31, 1–10.CrossRef Korhonen, J., Linnanmäki, K., & Aunio, P. (2014). Learning difficulties, academic well-being and educational dropout: A person-centered approach. Learning and Individual Differences, 31, 1–10.CrossRef
go back to reference Luo, Y., Wang, Z., Zhang, H., Chen, A., & Quan, S. (2016). The effect of perfectionism on school burnout among adolescence: The mediator of self-esteem and coping style. Personality and Individual Differences, 88, 202–208.CrossRef Luo, Y., Wang, Z., Zhang, H., Chen, A., & Quan, S. (2016). The effect of perfectionism on school burnout among adolescence: The mediator of self-esteem and coping style. Personality and Individual Differences, 88, 202–208.CrossRef
go back to reference Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(2), 387–405.CrossRef Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(2), 387–405.CrossRef
go back to reference Magez, W., Tierens, M., Van Huynegem, J., Van Parijs, K., Decaluwé, V., & Bos, A. (2015). CoVaT-CHC Basisversie: Cognitieve vaardigheidstest volgens het CHC-model. Antwerp: Thomas More. Magez, W., Tierens, M., Van Huynegem, J., Van Parijs, K., Decaluwé, V., & Bos, A. (2015). CoVaT-CHC Basisversie: Cognitieve vaardigheidstest volgens het CHC-model. Antwerp: Thomas More.
go back to reference Makri-Botsari, E. (2015). Adolescents’ unconditional acceptance by parents and teachers and educational outcomes: A structural model of gender differences. Journal of Adolescence, 43, 50–62.PubMedCrossRef Makri-Botsari, E. (2015). Adolescents’ unconditional acceptance by parents and teachers and educational outcomes: A structural model of gender differences. Journal of Adolescence, 43, 50–62.PubMedCrossRef
go back to reference Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422.PubMedCrossRef Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422.PubMedCrossRef
go back to reference Orth, U., Robins, R. W., & Soto, C. J. (2010). Tracking the trajectory of shame, guilt, and pride across the life span. Journal of Personality and Social Psychology, 99(6), 1061.PubMedCrossRef Orth, U., Robins, R. W., & Soto, C. J. (2010). Tracking the trajectory of shame, guilt, and pride across the life span. Journal of Personality and Social Psychology, 99(6), 1061.PubMedCrossRef
go back to reference Otterpohl, N., Bruch, S., Stiensmeier‐Pelster, J., Steffgen, T., Schöne, C., & Schwinger, M. (2021). Clarifying the connection between parental conditional regard and contingent self‐esteem: An examination of cross‐lagged relations in early adolescence. Journal of Personality, 89(5), 986–997.PubMedCrossRef Otterpohl, N., Bruch, S., Stiensmeier‐Pelster, J., Steffgen, T., Schöne, C., & Schwinger, M. (2021). Clarifying the connection between parental conditional regard and contingent self‐esteem: An examination of cross‐lagged relations in early adolescence. Journal of Personality, 89(5), 986–997.PubMedCrossRef
go back to reference Paloș, R., Maricuţoiu, L. P., & Costea, I. (2019). Relations between academic performance, student engagement and student burnout: A cross-lagged analysis of a two-wave study. Studies in Educational Evaluation, 60, 199–204.CrossRef Paloș, R., Maricuţoiu, L. P., & Costea, I. (2019). Relations between academic performance, student engagement and student burnout: A cross-lagged analysis of a two-wave study. Studies in Educational Evaluation, 60, 199–204.CrossRef
go back to reference Parviainen, M., Aunola, K., Torppa, M., Lerkkanen, M. K., Poikkeus, A. M., & Vasalampi, K. (2021). Early antecedents of school burnout in upper secondary education: A five-year longitudinal study. Journal of Youth and Adolescence, 50(2), 231–245.PubMedCrossRef Parviainen, M., Aunola, K., Torppa, M., Lerkkanen, M. K., Poikkeus, A. M., & Vasalampi, K. (2021). Early antecedents of school burnout in upper secondary education: A five-year longitudinal study. Journal of Youth and Adolescence, 50(2), 231–245.PubMedCrossRef
go back to reference Pianta, R. C., Stuhlman, M. W., & Hamre, B. K. (2002). How schools can do better: Fostering stronger connections between teachers and students. New Directions for Youth Development, 93, 91–107.CrossRef Pianta, R. C., Stuhlman, M. W., & Hamre, B. K. (2002). How schools can do better: Fostering stronger connections between teachers and students. New Directions for Youth Development, 93, 91–107.CrossRef
go back to reference Raufelder, D., Hoferichter, F., Ringeisen, T., Regner, N., & Jacke, C. (2015). The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents: Evidence for gender-specific relations. Journal of Child and Family Studies, 24(12), 3742–3756.CrossRef Raufelder, D., Hoferichter, F., Ringeisen, T., Regner, N., & Jacke, C. (2015). The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents: Evidence for gender-specific relations. Journal of Child and Family Studies, 24(12), 3742–3756.CrossRef
go back to reference Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529.CrossRef Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529.CrossRef
go back to reference Roth, G., Kanat‐Maymon, Y., & Assor, A. (2016). The role of unconditional parental regard in autonomy‐supportive parenting. Journal of Personality, 84(6), 716–725.PubMedCrossRef Roth, G., Kanat‐Maymon, Y., & Assor, A. (2016). The role of unconditional parental regard in autonomy‐supportive parenting. Journal of Personality, 84(6), 716–725.PubMedCrossRef
go back to reference Roth, G., Assor, A., Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 45(4), 1119.PubMedCrossRef Roth, G., Assor, A., Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 45(4), 1119.PubMedCrossRef
go back to reference Salmela-Aro, K. (2017). Dark and bright sides of thriving–school burnout and engagement in the Finnish context. European Journal of Developmental Psychology, 14(3), 337–349.CrossRef Salmela-Aro, K. (2017). Dark and bright sides of thriving–school burnout and engagement in the Finnish context. European Journal of Developmental Psychology, 14(3), 337–349.CrossRef
go back to reference Salmela-Aro, K., & Tynkkynen, L. (2012). Gendered pathways in school burnout among adolescents. Journal of Adolescence, 35(4), 929–939.PubMedCrossRef Salmela-Aro, K., & Tynkkynen, L. (2012). Gendered pathways in school burnout among adolescents. Journal of Adolescence, 35(4), 929–939.PubMedCrossRef
go back to reference Salmela-Aro, K., Kiuru, N., Pietikäinen, M., & Jokela, J. (2008). Does school matter? The role of school context in adolescents’ school-related burnout. European Psychologist, 13(1), 12–23.CrossRef Salmela-Aro, K., Kiuru, N., Pietikäinen, M., & Jokela, J. (2008). Does school matter? The role of school context in adolescents’ school-related burnout. European Psychologist, 13(1), 12–23.CrossRef
go back to reference Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.-E. (2009). School Burnout Inventory: reliability and validity. European Journal of Psychological Assessment, 25(1), 48–57.CrossRef Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.-E. (2009). School Burnout Inventory: reliability and validity. European Journal of Psychological Assessment, 25(1), 48–57.CrossRef
go back to reference Salmela-Aro, K., Moeller, J., Schneider, B., Spicer, J., & Lavonen, J. (2016). Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches. Learning and Instruction, 43, 61–70.CrossRef Salmela-Aro, K., Moeller, J., Schneider, B., Spicer, J., & Lavonen, J. (2016). Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches. Learning and Instruction, 43, 61–70.CrossRef
go back to reference Salmela-Aro, K., Tang, X., Upadyaya, K. (2022). Study demands-resources model of student engagement and burnout. In: Reschly, A.L., Christenson, S.L. (eds) Handbook of research on student engagement. Springer, Cham. Salmela-Aro, K., Tang, X., Upadyaya, K. (2022). Study demands-resources model of student engagement and burnout. In: Reschly, A.L., Christenson, S.L. (eds) Handbook of research on student engagement. Springer, Cham.
go back to reference Scherrer, V., & Preckel, F. (2019). Development of motivational variables and self-esteem during the school career: A meta-analysis of longitudinal studies. Review of Educational Research, 89(2), 211–258.CrossRef Scherrer, V., & Preckel, F. (2019). Development of motivational variables and self-esteem during the school career: A meta-analysis of longitudinal studies. Review of Educational Research, 89(2), 211–258.CrossRef
go back to reference Shih, S.-S. (2015). An investigation into academic burnout among Taiwanese adolescents from the self-determination theory perspective. Social Psychology of Education, 18(1), 201–219.CrossRef Shih, S.-S. (2015). An investigation into academic burnout among Taiwanese adolescents from the self-determination theory perspective. Social Psychology of Education, 18(1), 201–219.CrossRef
go back to reference Skodova, Z., & Lajciakova, P. (2013). The effect of personality traits and psychosocial training on burnout syndrome among healthcare students. Nurse Education Today, 33(11), 1311–1315.PubMedCrossRef Skodova, Z., & Lajciakova, P. (2013). The effect of personality traits and psychosocial training on burnout syndrome among healthcare students. Nurse Education Today, 33(11), 1311–1315.PubMedCrossRef
go back to reference Slivar, B. (2001). The syndrome of burnout, self-image, and anxiety with grammar school students. Horizons of Psychology, 10(2), 21–32. Slivar, B. (2001). The syndrome of burnout, self-image, and anxiety with grammar school students. Horizons of Psychology, 10(2), 21–32.
go back to reference Snyder, K. E., Carrig, M. M., & Linnenbrink-Garcia, L. (2019). Developmental pathways in underachievement. Applied Developmental Science, 1–19. Snyder, K. E., Carrig, M. M., & Linnenbrink-Garcia, L. (2019). Developmental pathways in underachievement. Applied Developmental Science, 1–19.
go back to reference Söderholm, F., Lappalainen, K., Holopainen, L., & Viljaranta, J. (2022). The development of school burnout in general upper secondary education: the role of support and schoolwork difficulties. Educational Psychology, 1–19. Söderholm, F., Lappalainen, K., Holopainen, L., & Viljaranta, J. (2022). The development of school burnout in general upper secondary education: the role of support and schoolwork difficulties. Educational Psychology, 1–19.
go back to reference Steffgen, S. T., Soenens, B., Otterpohl, N., Schwinger, M., & Stiensmeier-Pelster, J. (2022). Latent profiles of parental academic conditional positive and negative regard. Parenting, 1–35. Steffgen, S. T., Soenens, B., Otterpohl, N., Schwinger, M., & Stiensmeier-Pelster, J. (2022). Latent profiles of parental academic conditional positive and negative regard. Parenting, 1–35.
go back to reference Strati, A. D., Schmidt, J. A., & Maier, K. S. (2017). Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement. Journal of Educational Psychology, 109(1), 131.CrossRef Strati, A. D., Schmidt, J. A., & Maier, K. S. (2017). Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement. Journal of Educational Psychology, 109(1), 131.CrossRef
go back to reference Tang, L., Zhang, F., Yin, R., & Fan, Z. (2021). Effect of interventions on learning burnout: a systematic review and meta-analysis. Frontiers in Psychology, 12, 645662.PubMedPubMedCentralCrossRef Tang, L., Zhang, F., Yin, R., & Fan, Z. (2021). Effect of interventions on learning burnout: a systematic review and meta-analysis. Frontiers in Psychology, 12, 645662.PubMedPubMedCentralCrossRef
go back to reference Vansteenkiste, M., Smeets, S., Soenens, B., Lens, W., Matos, L., & Deci, E. L. (2010). Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes. Motivation and Emotion, 34(4), 333–353.CrossRef Vansteenkiste, M., Smeets, S., Soenens, B., Lens, W., Matos, L., & Deci, E. L. (2010). Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes. Motivation and Emotion, 34(4), 333–353.CrossRef
go back to reference Vermulst, A. A., & Gerris, J. R. M. (2005). QBF: Quick Big Five personality test manual. Leeuwarden, The Netherlands: LDC Publications. Vermulst, A. A., & Gerris, J. R. M. (2005). QBF: Quick Big Five personality test manual. Leeuwarden, The Netherlands: LDC Publications.
go back to reference Virtanen, T., Räikkönen, E., Engels, M., Vasalampi, K., & Lerkkanen, M.-K. (2021). Student engagement, truancy, and cynicism: A longitudinal study from primary school to upper secondary education. Learning and Individual Differences, 86, 101972.CrossRef Virtanen, T., Räikkönen, E., Engels, M., Vasalampi, K., & Lerkkanen, M.-K. (2021). Student engagement, truancy, and cynicism: A longitudinal study from primary school to upper secondary education. Learning and Individual Differences, 86, 101972.CrossRef
go back to reference Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28–33.CrossRef Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28–33.CrossRef
go back to reference Wouters, S., Verschueren, K., Briers, V., & Janssen, R. (2016). Development and validation of a Self-esteem Contingency Questionnaire for Adolescents. Personality and Individual Differences, 99, 295–301.CrossRef Wouters, S., Verschueren, K., Briers, V., & Janssen, R. (2016). Development and validation of a Self-esteem Contingency Questionnaire for Adolescents. Personality and Individual Differences, 99, 295–301.CrossRef
go back to reference Wouters, S., Colpin, H., Luyckx, K., & Verschueren, K. (2018). Explaining the relationship between parenting and internalizing symptoms: The role of self-esteem level and contingency. Journal of Child and Family Studies, 27(10), 3402–3412.CrossRef Wouters, S., Colpin, H., Luyckx, K., & Verschueren, K. (2018). Explaining the relationship between parenting and internalizing symptoms: The role of self-esteem level and contingency. Journal of Child and Family Studies, 27(10), 3402–3412.CrossRef
go back to reference Wouters, S., Doumen, S., Germeijs, V., Colpin, H., & Verschueren, K. (2013). Contingencies of self‐worth in early adolescence: The antecedent role of perceived parenting. Social Development, 22(2), 242–258.CrossRef Wouters, S., Doumen, S., Germeijs, V., Colpin, H., & Verschueren, K. (2013). Contingencies of self‐worth in early adolescence: The antecedent role of perceived parenting. Social Development, 22(2), 242–258.CrossRef
Metagegevens
Titel
When Insecure Self-Worth Drains Students’ Energy: Academic Contingent Self-Esteem and Parents’ and Teachers’ Perceived Conditional Regard as Predictors of School Burnout
Auteurs
Jeroen Lavrijsen
Bart Soenens
Maarten Vansteenkiste
Karine Verschueren
Publicatiedatum
20-02-2023
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 4/2023
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-023-01749-y

Andere artikelen Uitgave 4/2023

Journal of Youth and Adolescence 4/2023 Naar de uitgave