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- Publisher Website: 10.1016/j.lindif.2021.102105
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Article: University students’ interest and burnout profiles and their relation to approaches to learning and achievement
Title | University students’ interest and burnout profiles and their relation to approaches to learning and achievement |
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Authors | |
Keywords | Academic achievement Approaches to learning Gender differences School burnout Study-related burnout |
Issue Date | 2022 |
Citation | Learning and Individual Differences, 2022, v. 93, article no. 102105 How to Cite? |
Abstract | School burnout has been studied extensively in schools but its relation to learning and studying processes at the university level is still an under-researched topic. The purpose of this study is to explore burnout and study interest profiles among university students and how these profiles differ according to approaches to learning, academic achievement and gender. The data were gathered from 538 first-year life science students. Five profiles combining students' interest and relevance and school burnout components were found. The results showed that students representing the Exhausted and inefficacious and Burned-out not interested profiles scored higher on surface approaches to learning than students who experienced less burnout. In addition, burnout profiles differed according to the credits earned and study success. There were also differences in the gender distribution of the profiles, as women were overrepresented in the burnout and exhausted profile. |
Persistent Identifier | http://hdl.handle.net/10722/309573 |
ISSN | 2023 Impact Factor: 3.8 2023 SCImago Journal Rankings: 1.640 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Asikainen, Henna | - |
dc.contributor.author | Nieminen, Juuso Henrik | - |
dc.contributor.author | Häsä, Jokke | - |
dc.contributor.author | Katajavuori, Nina | - |
dc.date.accessioned | 2021-12-29T07:02:45Z | - |
dc.date.available | 2021-12-29T07:02:45Z | - |
dc.date.issued | 2022 | - |
dc.identifier.citation | Learning and Individual Differences, 2022, v. 93, article no. 102105 | - |
dc.identifier.issn | 1041-6080 | - |
dc.identifier.uri | http://hdl.handle.net/10722/309573 | - |
dc.description.abstract | School burnout has been studied extensively in schools but its relation to learning and studying processes at the university level is still an under-researched topic. The purpose of this study is to explore burnout and study interest profiles among university students and how these profiles differ according to approaches to learning, academic achievement and gender. The data were gathered from 538 first-year life science students. Five profiles combining students' interest and relevance and school burnout components were found. The results showed that students representing the Exhausted and inefficacious and Burned-out not interested profiles scored higher on surface approaches to learning than students who experienced less burnout. In addition, burnout profiles differed according to the credits earned and study success. There were also differences in the gender distribution of the profiles, as women were overrepresented in the burnout and exhausted profile. | - |
dc.language | eng | - |
dc.relation.ispartof | Learning and Individual Differences | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Academic achievement | - |
dc.subject | Approaches to learning | - |
dc.subject | Gender differences | - |
dc.subject | School burnout | - |
dc.subject | Study-related burnout | - |
dc.title | University students’ interest and burnout profiles and their relation to approaches to learning and achievement | - |
dc.type | Article | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.1016/j.lindif.2021.102105 | - |
dc.identifier.scopus | eid_2-s2.0-85120414543 | - |
dc.identifier.volume | 93 | - |
dc.identifier.spage | article no. 102105 | - |
dc.identifier.epage | article no. 102105 | - |
dc.identifier.eissn | 1873-3425 | - |
dc.identifier.isi | WOS:000788113700011 | - |