Global Journal of Educational Foundation received 16 citations as per Google Scholar report
Received: 03-Jun-2022, Manuscript No. GJEF-22-72038; Editor assigned: 06-Jun-2022, Pre QC No. GJEF-22-72038 (PQ); Reviewed: 20-Jun-2022, QC No. GJEF-22-72038; Revised: 27-Jun-2022, Manuscript No. GJEF-22-72038 (R); Published: 04-Jul-2022, DOI: 10.15651/2449-061X.22.10.010
Puberty is a time of numerous individual and environmental changes and difficulties, and while the majority of students navigate adolescence without major issues, others appear to undergo very unpleasant swings in their academic well-being throughout this time. Burnout and emotional school involvement are considered to be crucial for a variety of educational outcomes and academic adjustment. Students that are emotionally involved in their homework, for example, do better academically, have good motivating attitudes, and aspire to higher educational degrees. Students who are burnt out by school, on the other hand, may have reduced academic success, school dropout, fewer educational aspirations, and overall negative well-being. Although little is known regarding the long-term evolution of academic well-being during adolescence, overall, typically unfavourable, trends in both school engagement and burnout have been seen, particularly around the transition to post-comprehensive education. However, considerable differences in these trajectories have been discovered, demonstrating that not all pupils follow the same developmental tendencies.
Person centered has also found that the relationships between school involvement and burnout vary by teenager. Some students, for example, may be highly engaged in their schoolwork with no signs of school burnout, while others may be emotionally disengaged from school with elevated levels of burnout, and still others may be highly engaged in their schoolwork while experiencing exhaustion due to school demands. These patterns of school involvement and burnout have been found to be inversely related to a variety of educational outcomes (e.g., academic achievement, school dropout). As a result, it appears critical to shed more light on individual differences in student’s long term, co-developmental patterns of school engagement and burnout during adolescence, as well as how these trajectories may relate to important educational outcomes such as academic performance and educational aspirations.
The current study sought to investigate both inter and intra-individual differences in adolescent student’s longterm co-development of school engagement and burnout (i.e., exhaustion, inadequacy, and cynicism) during lower secondary education and across the critical transition to post-secondary education (spanning Grades 7-11). Furthermore, because there appear to be some differences in student’s academic well-being based on individual characteristics (e.g., gender), and because school engagement and burnout have been found to be differentially associated with several educational outcomes, we investigated whether student’s individual trajectories of school engagement and burnout would be differently associated with gender, Socio Economic Status (SES), mathematics performance, and naturally occurring groups.
School Engagement and Burnout
Although previous research has varied in its definitions and conceptualizations, many researchers agree that academic well-being is a multidimensional phenomenon with cognitive as well as affective dimensions, and it has been described as encompassing both the presence of positive as well as the absence of negative indicators. Given that research using a person-centered approach have discovered that both positive and negative signs appear to coexist for certain students, it appears very significant to incorporate both elements when investigating teenager’s academic well-being. As a result, in this study, school engagement and burnout were chosen as markers of academic well-being, including both positive and negative characteristics, as well as cognitive and affective components. Student subjective well-being directly tied to school and coursework includes cognitive and affective (i.e., student feelings about school and themselves as students) components. In past research, school engagement and burnout were frequently combined as measures of school-related wellbeing. Student subjective well-being directly tied to school and coursework includes cognitive (i.e., student ideas about school and themselves as students) and affective (i.e., student feelings about school and themselves as students) components. In past research, school engagement and burnout were frequently combined as measures of school-related well-being. Student subjective well-being directly tied to school and coursework includes cognitive (i.e., student ideas about school and themselves as students) and affective (i.e., student feelings about school and themselves as students) components. In past research, school engagement and burnout were frequently combined as measures of school-related well-being.