Behaviour Patterns between Academic Motivation, Burnout and Academic Performance in Primary School Students
Abstract
:1. Introduction
2. Method
3. Results
3.1. Sociodemographic and Descriptive Variables
3.2. Correlation Analysis
3.3. Cluster Analysis in Significant Groups
3.4. Regression Analysis
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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N | % | ||
---|---|---|---|
Gender | Boys | 224 | 56.28 |
Girls | 174 | 43.71 | |
Age | 11 years | 198 | 49.74 |
12 years | 186 | 46.73 | |
13 years | 14 | 3.51 | |
Academic year | 5º PRI | 192 | 48.24 |
6º PRI | 206 | 51.75 | |
Type of school | Public | 274 | 68.84 |
Private | 124 | 31.15 |
Total | Male | Female | |||||
---|---|---|---|---|---|---|---|
x | sd | x | sd | x | sd | Cohen’s d | |
Burnout | |||||||
1. Exhaustion | 2.40 | 0.69 | 2.45 | 0.74 | 2.30 | 0.60 | 0.110 |
2. Cynicism | 1.99 | 0.67 | 2.02 | 0.68 | 1.93 | 0.66 | 0.069 |
3. Self-efficacy | 3.93 | 0.60 | 3.84 | 0.64 | 4.09 | 0.45 | −0.220 |
Motivation | |||||||
4. Intrinsic knowledge | 3.84 | 0.87 | 3.78 | 0.97 | 3.93 | 0.63 | −0.091 |
5. Intrinsic achievement | 3.47 | 0.86 | 3.36 | 0.90 | 3.67 | 0.76 | −0.182 |
6. Intrinsic stimulating experiences | 3.07 | 0.92 | 3.12 | 0.95 | 2.96 | 0.88 | 0.087 |
7. Extrinsic external regulation | 4.01 | 0.75 | 4.06 | 0.74 | 3.90 | 0.76 | 0.106 |
8. Extrinsic introjected regulation | 3.58 | 1.01 | 3.56 | 1.03 | 3.60 | 0.98 | −0.019 |
9. Extrinsic identified | 4.31 | 0.60 | 4.30 | 0.62 | 4.32 | 0.55 | −0.017 |
10. Amotivation | 1.89 | 0.88 | 2.06 | 0.99 | 1.60 | 0.51 | 0.280 |
Academic performance | |||||||
11. Average mark | 3.22 | 1.25 | 3.17 | 1.31 | 3.30 | 1.15 | −0.052 |
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | |
---|---|---|---|---|---|---|---|---|---|---|---|
Burnout | |||||||||||
1. Exhaustion | 1 | ||||||||||
2. Cynicism | 0.483 ** | 1 | |||||||||
3. Self-efficacy | −0.557 ** | −0.437 ** | 1 | ||||||||
Motivation | |||||||||||
4. Intrinsic knowledge | −0.359 ** | −0.161 | 0.524 ** | 1 | |||||||
5. Intrinsic achievement | −0.258 * | −0.120 | 0.504 ** | 0.732 ** | 1 | ||||||
6. Intrinsic stimulating experiences | −0.161 | −0.104 | 0.322 ** | 0.641 ** | 0.507 ** | 1 | |||||
7. Extrinsic external regulation | −0.67 | 0.023 | 0.082 | 0.133 | 0.239 * | 0.184 | 1 | ||||
8. Extrinsic introjected regulation | −0.148 | 0.023 | 0.289 ** | 0.363 ** | 0.578 ** | 0.328 ** | 0.573 ** | 1 | |||
9. Extrinsic identified | −0.298 ** | −0.085 | 0.255 * | 0.417 ** | 0.309 ** | .275 ** | 0.577 ** | 0.281 ** | 1 | ||
10. Amotivation | 0.535 ** | 0.395 ** | −0.555 ** | −0.606 ** | −0.514 ** | −0.184 | −0.164 | 0.258 | 0.404 ** | 1 | |
Academic performance | |||||||||||
11. Average mark | −0.047 | −0.099 | 0.310 ** | 0.160 * | 0.277 ** | 0.196 | 0.097 | 0.103 | 0.117 | 0.160 | 1 |
Group 1 | Group 2 | Group 3 | Total | |||
---|---|---|---|---|---|---|
x | x | x | x | F | Sig. | |
Burnout | ||||||
1. Exhaustion | 3.33 | 2.31 | 2.26 | 2.40 | 11.574 | 0.000 |
2. Cynicism | 2.42 | 2.02 | 1.82 | 1.99 | 2.812 | 0.067 |
3. Self-efficacy | 3.00 | 3.85 | 4.23 | 3.93 | 23.165 | 0.000 |
Motivation | ||||||
4. Intrinsic knowledge | 2.08 | 3.79 | 4.23 | 3.84 | 45.321 | 0.000 |
5. Intrinsic achievement | 2.19 | 3.25 | 4.06 | 3.47 | 33.666 | 0.000 |
6. Intrinsic stimulating experiences | 2.00 | 2.88 | 3.51 | 3.07 | 13.986 | 0.000 |
7. Extrinsic external regulation | 3.89 | 3.95 | 4.18 | 4.01 | 1.026 | 0.364 |
8. Extrinsic introjected regulation | 2.56 | 3.36 | 4.10 | 3.58 | 13.467 | 0.000 |
9. Extrinsic identified | 3.83 | 4.31 | 4.54 | 4.31 | 6.225 | 0.003 |
10. Amotivation | 3.61 | 1.68 | 1.56 | 1.89 | 45.810 | 0.000 |
Academic performance | ||||||
11. Average mark | 2.89 | 2.10 | 4.17 | 3.22 | 45.647 | 0.000 |
B | s.e. | R2 | t | Sig. | |
---|---|---|---|---|---|
Constant | −3.794 | 2.313 | 0.342 | −1.640 | 0.106 |
Exhaustion | 0.226 | 0.274 | 0.825 | 0.413 | |
Cynicism | −0.314 | 0.243 | −1.292 | 0.201 | |
Self-efficacy | 0.756 | 0.333 | 2.270 | 0.027 | |
Intrinsic knowledge | −0.172 | 0.344 | −0.499 | 0.620 | |
Intrinsic achievement | 0.626 | 0.259 | 2.421 | 0.018 | |
Intrinsic stimulating experiences | 0.131 | 0.216 | 0.606 | 0.546 | |
Extrinsic external regulation | −0.135 | 0.285 | −0.474 | 0.637 | |
Extrinsic introjected regulation | 0.056 | 0.210 | 0.268 | 0.790 | |
Extrinsic identified | 0.295 | 0.339 | 0.869 | 0.388 | |
Amotivation | 0.643 | 0.271 | 2.373 | 0.021 |
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Usán, P.; Salavera, C.; Quílez-Robres, A.; Lozano-Blasco, R. Behaviour Patterns between Academic Motivation, Burnout and Academic Performance in Primary School Students. Int. J. Environ. Res. Public Health 2022, 19, 12663. https://doi.org/10.3390/ijerph191912663
Usán P, Salavera C, Quílez-Robres A, Lozano-Blasco R. Behaviour Patterns between Academic Motivation, Burnout and Academic Performance in Primary School Students. International Journal of Environmental Research and Public Health. 2022; 19(19):12663. https://doi.org/10.3390/ijerph191912663
Chicago/Turabian StyleUsán, Pablo, Carlos Salavera, Alberto Quílez-Robres, and Raquel Lozano-Blasco. 2022. "Behaviour Patterns between Academic Motivation, Burnout and Academic Performance in Primary School Students" International Journal of Environmental Research and Public Health 19, no. 19: 12663. https://doi.org/10.3390/ijerph191912663