학업환경과 긍정정서가 고등학생의 학업소진에 미치는 영향

Abstract

Influence of Academic Environments and Positive Affectivity on Academic Burnout of high school students.

We-Sue Kim

Educational Psychology Major Graduate School of Education Pukyong National University

Abstract

This study attempted to investigate the influence of academic environments and positive affectivity on academic burnout of high school students. Four hundred twenty two high school students in Changwon city participated in this study. They completed questionnaires on the gratitude, hope, PANAS(positive Affectivity Negative Affectivity Scale), stress and academic burnout. The results of this study are as follows: First, positive affectivity factors(gratitude, hope, positive affectivity) were negatively related to academic burnout, and negative factors of academic environments(stress, negative affectivity) were positively related to academic burnout. Second, negative factors of academic environments(stress, negative affectivity) positively influenced academic burnout. Third, positive affectivity factors(gratitude, hope, positive affectivity) had partial mediating effects on the relation between stress and academic burnout. Fourth, positive affectivity factors(gratitude, hope, positive affectivity) negatively influenced academic burnout. Based upon the above results, it could be concluded that negative factors of academic environments(stress and negative affectivity) cause and increase academic burnout but, positive affectivity factors reduce and prevent academic burnout.