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School Demands and Resources as Predictors of Student Burnout among High School Students
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Jagodics, Balázs; Nagy, Katalin; Szénási, Szilvia; Varga, Ramóna; Szabó, Éva – School Mental Health, 2023
The demand-resource framework is widely used to predict burnout in occupational context. This cross-sectional study aimed to explore the links of school demands and resources to student burnout. Six hundred and ninety-six Hungarian students from secondary schools participated in the data collection using online survey method in classrooms.…
Descriptors: High School Students, Burnout, Correlation, Prediction
School Banding Effects on Student Financial Literacy Acquisition in a Standardised Financial Literacy Curriculum
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Ho, Maxwell Chun Sing; Lee, Daphnee Hui Lin – Asia-Pacific Education Researcher, 2020
A standardised financial literacy curriculum ensures that all students in a school system receive financial knowledge, which offers them the necessary support to make informed decisions about money management and practise appropriate financial behaviour. In Hong Kong, all secondary schools supposed to teach financial literacy via a standardised…
Descriptors: Money Management, Curriculum Development, Teaching Methods, Standards
The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations
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Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas; Gijselaers, Wim H. – Social Psychology of Education: An International Journal, 2015
Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through…
Descriptors: Intelligence, Goal Orientation, Correlation, Gender Differences
Children's Coping with Academic Failure
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Raftery-Helmer, Jacquelyn N.; Grolnick, Wendy S. – Journal of Early Adolescence, 2016
There is little consensus on how to conceptualize coping after perceived failure and less is known about the contextual resources that may support or undermine the use of specific coping strategies. This study examined parenting in relation to coping using the framework of self-determination theory and examined the motivational processes through…
Descriptors: Coping, Academic Failure, Guidelines, Self Determination
Academic Self-Concept: Modeling and Measuring for Science
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Hardy, Graham – Research in Science Education, 2014
In this study, the author developed a model to describe academic self-concept (ASC) in science and validated an instrument for its measurement. Unlike previous models of science ASC, which envisage science as a homogenous single global construct, this model took a multidimensional view by conceiving science self-concept as possessing distinctive…
Descriptors: Academic Achievement, Self Concept, Guidelines, Models
University Students' Academic Performance: An Integrative Conceptual Framework and Empirical Analysis
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Fenollar, Pedro; Roman, Sergio; Cuestas, Pedro J. – British Journal of Educational Psychology, 2007
Background: The prediction and explanation of academic performance and the investigation of the factors relating to the academic success and persistence of students are topics of utmost importance in higher education. Aims: The main aim of the present study is to develop and test a conceptual framework in a university context, where the effects of…
Descriptors: Class Size, Self Efficacy, Academic Achievement, Program Effectiveness