고등학생이 지각한 부모학업성취압력과 부모-자녀 간 의사소통이 학업소진과 학교생활적응에 미치는 영향

Objectives This study derives research trends and influencing factors on the self-resilience of middle and high school students from multicultural families through systematic literature review. Methods A total of 1,100 articles on the self-resilience of multicultural youth published in domestic journals from 2008 to 2023 were collected, and the final 23 articles were selected through three stages of exclusion and inclusion. A total of five databases were used for the search database: Korean Academic Information (KISS), Academic Research Information Service (RISS), Academic Database Service (DBpia), Korean Academy of Academic Education (ⓔ particle), and Korean Journal Citation Index (KCI). Results first, general characteristics were analyzed to identify research trends. Second, individual factors (bilingual ability, developmental assets, bicultural acceptance attitude), family factors (parent-child communication, mother's positive parenting attitude, family support, parental support and supervision, simulated parenting efficacy), and school and social factors (social support, cultural adaptation stress, and companionship) were derived from the self-resilience of middle and high school students from multicultural families. Third, individual factors (empowerment, life satisfaction, achievement motivation, mental health, depression), school and social factors (social adaptability, social atrophy, cultural adaptation stress, school life adaptation, school life satisfaction, learning attitude, academic interruption, career decision-making, and companionship) were derived. Conclusions By deriving in more detail the factors influencing the self-resilience of middle and high school students from multicultural families, which were relatively insufficient in previous studies, basic data for future studies were provided. This suggests the need for research to explore the psychological adaptation and growth process of multicultural youth in more depth.

Academic burnout is emotional, physical, and mental exhaustion due to excessive long-term academic demands. Students who struggle to cope with stress and self-esteem can experience academic burnout. The research aimed to determine how coping with stress and self-esteem affected high school students’ academic burnout during the pandemic era. The accidental sampling method was used for 100 high school students in Malang. The Maslach Burnout Inventory-Student Survey (MBI-SS) scale, the Coping Questionnaire for Children and Adolescents (CQCA), and the Self-Esteem Scale (RSES) were used as data collection methods. For the test analysis, multiple linear regression was used. The results showed F count=(19.282>3.089) and sig value (0.000<0.05) which indicates that coping with stress and self-esteem has an impact on academic burnout, with a 28.4% contribution.

In the digital age, smartphones have evolved into essential tools in contemporary society, raising significant concerns regarding their influence on daily life, particularly among adolescents. This research, drawing on the social-ecological systems theory, explored how smartphone dependence gradually impacted adolescent mental health under the combined influence of family and school environments.This study collected data from 3,770 high school students in China and analyzed it using SPSS along with the PROCESS. The results showed that smartphone dependence positively affected adolescent depression. Academic burnout and school belonging served as linked mediators in the relationship between smartphone dependence and depression. Moreover, parental involvement, serving as a moderating factor, played a significant role in the relationship between academic burnout and school belonging on adolescent depression. When parental involvement was low, the positive association between academic burnout and depression was substantial, as was the negative association between school belonging and depression. However, with higher levels of parental involvement, the positive effect of academic burnout on depression diminished, while the negative effect of school belonging on depression became more pronounced. These findings illuminated the psychological mechanisms that contributed to smartphone dependence and provided a theoretical framework for formulating interventions designed to alleviate depression in adolescents.

Objective: This study aimed to examine the predictive roles of social anxiety and academic burnout in explaining school avoidance behavior among high school students. Methods and Materials: A correlational descriptive research design was employed, involving 392 high school students from various public and private schools in Peru. The participants were selected based on Morgan and Krejcie’s sample size determination table. Standardized self-report instruments were used to measure social anxiety, academic burnout, and school avoidance behavior. Data analysis was conducted using SPSS version 27. Descriptive statistics were computed, followed by Pearson correlation analysis to assess bivariate relationships and multiple linear regression to determine the combined predictive power of the independent variables on school avoidance behavior. Findings: Results indicated that both social anxiety (r = .48, p < .01) and academic burnout (r = .61, p < .01) were positively and significantly correlated with school avoidance behavior. The regression model was significant, F(2, 389) = 153.72, p < .001, and explained 44% of the variance in school avoidance behavior (R² = .44). Both social anxiety (β = .31, p < .001) and academic burnout (β = .49, p < .001) emerged as significant predictors, with academic burnout exerting a stronger effect. Conclusion: The findings highlight the crucial role of emotional and psychological factors in predicting school avoidance among adolescents. Academic burnout, more than social anxiety, was identified as the dominant predictor, underscoring the need for educational policies and interventions that address emotional exhaustion and academic stress to reduce absenteeism and disengagement in schools.

Academic burnout is an increasingly prevalent issue among students, including those at the elementary school level, due to rising academic demands and learning pressures. This condition has the potential to hinder students’ learning well-being and academic development. This study aimed to analyze the level of academic burnout among elementary school students in Lamongan Regency. The research employed a quantitative approach with a descriptive design. The research subjects consisted of 41 elementary school students selected as the study sample. Data were collected using an academic burnout questionnaire that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics with the assistance of SPSS, including minimum and maximum scores, mean, standard deviation, and categorization of academic burnout levels. The results showed that students’ academic burnout scores ranged from 24 to 96, with a mean score of 69.39 and a standard deviation of 15.377. Based on the categorization results, the majority of students were classified as having a high level of academic burnout (53.66%), followed by a moderate level (41.46%) and a low level (4.88%). These findings indicate that academic burnout is a dominant condition experienced by elementary school students in Lamongan Regency, highlighting the need for attention and intervention from schools and educators to reduce students’ academic burnout levels.

Objective: This study aimed to explain the mediating role of academic engagement in the relationship between goal orientation, academic burnout, and academic procrastination among high school students. Methods and Materials: The research method was descriptive and correlational. The statistical population included all female high school students in Ardakan County during the 2020-2021 academic year. A sample of 294 students was selected using convenience sampling based on the Morgan table. The instruments used in this study were the Solomon and Rothblum Academic Procrastination Questionnaire (1984), the Breso et al. Academic Burnout Questionnaire (1997), the Elliot and McGregor Goal Orientation Questionnaire (2001), and the Fredricks et al. Academic Engagement Questionnaire (2004). Findings: The results showed a positive and significant relationship between academic engagement and the variables of mastery-approach and performance-approach. There was an inverse and significant relationship between academic engagement and the variables of mastery-avoidance and performance-avoidance. Academic engagement had an inverse and significant relationship with academic procrastination and academic burnout. The indirect relationships of mastery-approach and performance-approach variables through academic engagement with academic procrastination and academic burnout were inverse and significant. The indirect relationships of mastery-avoidance and performance-avoidance variables through academic engagement with academic procrastination and academic burnout were positive and significant (p < .05). Conclusion: Based on the findings of this study, it can be concluded that academic engagement influences goal orientation, academic procrastination, and academic burnout. It is suggested that planners, officials, and counselors in the education system take the necessary actions to foster academic engagement.

The purpose of the present study was to develop a multidimensional scale to measure adolescents’ perceived parental academic pressure. Based on the related literature, three dimensions were conceptualized including psychological pressure, restriction, and too high expectations. 33 items were generated based on these dimensions and the scale development process was conducted in a two-phased approach including exploratory factor analysis and confirmatory factor analysis. In the first phase, 365 high school students were surveyed, and the factor structure of the scale was determined. In the second phase, the suggested factor structure through EFA was replicated by utilizing CFA among an independent sample of 376 high school students. For criterion validity, the relationships between parental pressure and life satisfaction and school achievement were examined in both studies. Further, to test the reliability, Cronbach alpha and omega coefficients were calculated and test-retest reliability was also examined. The results showed that the new scale has promising psychometric properties. Additional, limitations and future research possibilities of the study were discussed.

The condition of exhaustion experienced by students as a result of excessive pressure to meet academic demands at school is also known as academic burnout. Burnout in students can lead to an increased risk of depression and decreased academic performance. The different operational curriculum used by each type of school results in students experiencing different academic demands. This study aims to see differences in the level of academic burnout among students in terms of the type of school, SMA / SMK / MA. The research method used is quantitative with a comparative causal approach. The subjects of this study were high school students in West Sumatra. The total subjects in this study were 165 people. The level of students' academic burnout was measured using the academic burnout scale adapted from Maharani (2019). The scale was adapted from a measurement tool developed by Schaufeli et al. (2002), MBI-SS (Maslach Burnout Inventory-Student Survey). The results showed that there was no significant difference in the level of academic burnout among students in terms of school type. However, the average score of MA students is higher than that of SMA and SMK students.

Gifted-class students are vulnerable to academic burnout due to high academic demands. This intervention aimed to reduce burnout symptoms by enhancing psychological flexibility and mindfulness through Acceptance and Commitment Therapy (ACT). The hypothesis was that ACT would reduce academic burnout and improve psychological flexibility and mindfulness. Five participants which is high school students (aged 16–17) with high burnout scores based on the MBI-SS completed six online group sessions. A one-group pre-test–post-test quasi-experimental design was used. Based on pretest dan posttest results showed a significant reduction in academic burnout and psychological inflexibility, as well as an increase in mindfulness scores post-intervention. This study represents one of the first attempts to apply ACT among gifted-class students in Indonesia, providing a novel contribution to the development of acceptance-based interventions for addressing high academic pressure in this population These findings support ACT's effectiveness as a psychological intervention for adolescents under academic stress.

Parental communication about the importance of reporting concussion symptoms can influence a child's attitudes about such reporting, and is likely related to perceived threat of concussion. However, parental investment in child sport achievement might impede this communication. To examine the relationship between perceived threat of concussion and parent-child communication regarding concussion symptom reporting, and the potential interaction with parental pressure regarding child sport achievement. A total of 236 parents of youth soccer players completed an anonymous online survey. There were greater odds of encouraging concussion reporting among parents who perceived that their child had a greater likelihood of sustaining a concussion ( OR = 1.03, 95% CI [1.01, 1.04]) and lower odds among parents who exhibited greater parental sport pressure ( OR = 0.88, 95% CI [0.78, 0.99]). Parents whose child had a prior concussion were much more likely to communicate with their child about concussion reporting ( OR = 7.86, 95% CI [3.00, 20.55]). Initiatives are needed to support healthy sport parenting, particularly focusing on parental encouragement of concussion reporting. Possible directions for concussion education for parents based on the results of this study include providing parents with concrete guidance about the important role they can play in encouraging their child to report symptoms of a concussion, communicating the athletic consequences of continued sport involvement while experiencing symptoms of a concussion, and using narrative messaging with exemplars to personalize the information for parents of youth who have not previously sustained a concussion.

The purpose of this study is to increase school life adaptation by confirming the mediating effects of self-encouragement and emotional regulation ability in middle school students' parental empathy and school life adaptation. To this end, 233 middle school students in Busan and Gyeongnam were surveyed, and the data were analyzed with SPSS Ver 27.0. Correlation analysis between variables was conducted, hierarchical multiple regression analysis was conducted to verify the mediating effects of self-encouragement and emotional regulation ability, and significance was verified by the method of bootstrapping. The results of the study are as follows. First, there was a positive correlation between parental empathy, self-encouragement, emotional regulation ability, and school life adaptation perceived by middle school students. Second, there was a complete mediating effect on self-encouragement and emotional regulation ability in middle school students' parental empathy and school life adaptation, and emotional regulation ability had a partial mediating effect. These results suggest the importance of self-encouragement and emotional regulation ability that influence middle school students' adaptation to school life through parental empathy.

Although academic pressures are regarded as a primary source of stress among students in Asian countries, there has been paucity of research on the effects of classroom settings providing structure and peer support on Asian adolescents' use of coping strategies and academic burnout. The present study was intended to address this issue. Three hundred seventy-four 8th Grade Taiwanese students completed a self-reported survey that assessed their perceived classroom structure along with peer support, academic coping, and burnout. Results of structural equation modeling indicated that the full mediation model was well supported by the empirical data. Students' use of coping strategies played a mediational role in relationships between perceived classroom environment and academic burnout. Perceived classroom structure and peer support impact students' choices of coping strategies significantly. Their use of academic coping, in turn, exerted significant influences on burnout experiences. Additionally, students' academic coping and burnout experiences varied with different levels of perceived classroom structure and peer support. Students who perceived higher levels of classroom structure and peer support tend to adopt engagement and support-seeking coping when faced with academic challenges. Moreover, these students displayed lower levels on the indicators of academic burnout.

Academic burnout and engagement are important indicators of students’ school success. This short-term longitudinal study examined whether parenting styles and parental involvement (parent report, collected at Time 1) predicted adolescent-reported academic burnout and engagement (collected at Time 3, two months later) directly or indirectly via adolescents’ perceived parental support (collected at Time 2, one month later). A total of 285 Chinese high school students (M = 15.93 years, SD = 1.06 years, 51.9% boys) and their fathers and mothers participated in the survey over three time points (one month apart for each data collection). Path analysis results indicated that authoritative parenting predicted less academic burnout in adolescents. Perceived paternal support mediated the relations between paternal authoritative parenting and adolescents’ academic engagement. Parents’ knowledge and skills involvement positively predicted adolescents’ perceived support, which in turn, predicted more academic engagement. However, father’s time and energy involvement predicted lower perceived paternal support, especially for boys. Moreover, multi-group analysis suggested that fathers and mothers influenced boys’ and girls’ academic burnout and engagement differently. In conclusion, it is important to consider adolescents’ perception of parental support, their developmental needs, and gender roles in Chinese families in order to increase adolescents’ academic engagement and decrease students’ academic burnout.

The aim of this study was to explore the longitudinal associations between academic burnout and resilience and psychological well-being, and the stability of these variables in a sample of university nursing students. Nursing students frequently suffer academic burnout, which is brought on by different situations experienced during the training process and that can concern his psychological well-being. Resilience is a personal resource that allows adverse situations to be handled in a successful way. Longitudinal design. Data were collected at two moments separated by 18months (2014-2016), with 218 students at T1 and 113 at T2. At each time a questionnaire was given to them, with questions about socioeconomic demographics and three validated scales to measure academic burnout, resilience, and psychological well-being. The three dimensions that make up academic burnout remained steady over time, while resilience increased and psychological well-being improved. Hierarchical regression analyses revealed the longitudinal effect of emotional exhaustion at T1 and at T2 they showed the longitudinal effect of resilience on psychological well-being at T2. The inverse hierarchical regression analyses did not reveal significant relationships for any of the variables measured at T2 in connection with psychological well-being measured at T1. Emotional exhaustion was the most relevant dimension of academic burnout when predicting psychological well-being in the analysed sample. Moreover, resilience has an important positive effect on psychological well-being in the analysed sample. The practical implications of the results are discussed from the perspective of academic training and some recommendations are given for future research in this field.

Background: The issue of academic burnout experienced by students may include excessive academic workload, overwhelming exams and assignments, feelings of hopelessness regarding academic performance, fear of failure, and ineffective self-management. This problem requires proper intervention, one of which is the application of coping mechanisms such as cognitive restructuring, relaxation, self-instruction, and games. The aim is to help minimize the perception of academic demands as urgent, complex, and overly stressful beyond students’ capacities. Methods: This community service activity was based on expertise in knowledge transfer, using training and mentoring methods through a psychoeducational approach. The program was carried out in three stages: first, an assessment study; second, the implementation of psychoeducation through group work, involving cognitive restructuring via seminars and group activities that utilized relaxation, self-instruction, and games; and third, monitoring and evaluation. Results: The pre-test assessment revealed that 17 students (22.2%) experienced high levels of burnout, 11 students (30.5%) fell into the moderate category, and 8 students (22.2%) exhibited low levels. Psychoeducation using the three coping strategies proved effective in reducing academic burnout among students at SMA Negeri 5 Kupang. Post-test results indicated