Burned-Out Classroom Climate, Intrinsic Motivation, and Academic Engagement: Exploring Unresolved Issues in the Job Demand-Resource Model-Reference-Cited by-同舟云学术

Burned-Out Classroom Climate, Intrinsic Motivation, and Academic Engagement: Exploring Unresolved Issues in the Job Demand-Resource Model

Published:2022-02-25 Issue: Volume: Page:003329412110547
ISSN:0033-2941
Container-title:Psychological Reports
language:en
Short-container-title:Psychol Rep

Author:

Cho Soohyun¹^ORCID,Lee Minyoung²,Lee Sang Min²^ORCID

Affiliation:

1. Keimyung University, Daegu, South Korea

2. Korea University, Seoul, South Korea

Abstract

This study aimed to test the multilevel mediating effect of intrinsic motivation on the relationship between burned-out classroom climate and academic engagement and theoretically investigate the unresolved issues in the Job Demands-Resources model. Data were collected from 1015 high school students from 43 classes. Multilevel structural equation modeling indicated that a high level of burned-out classroom climate was related to a low level of academic engagement. In addition, intrinsic motivation mediated the path from burned-out classroom climate to academic engagement. Practical implications to improve classroom climate and academic engagement are discussed.

Funder

Ministry of Education of the Republic of Korea and the National Research Foundation of Korea

Publisher

SAGE Publications

Subject

General Psychology

Link

http://journals.sagepub.com/doi/pdf/10.1177/00332941211054776

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