Skip to main contentSkip to search and navigation

UEF eREPOSITORY

    • English
    • suomi
  • English 
    • English
    • suomi
  • Login
View Item 
  •   Home
  • Artikkelit
  • Filosofinen tiedekunta
  • View Item
  •   Home
  • Artikkelit
  • Filosofinen tiedekunta
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Student Teachers' Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout

Thumbnail
Files
Article (610.1Kb)
Self archived version
published version
Date
2018
Author(s)
Väisänen Sanna
Pietarinen Janne
Pyhältö Kirsi
Toom Auli
Soini Tiina
Unique identifier
10.5539/jel.v7n1p208
Metadata
Show full item record
More information
Research Database SoleCris

Self-archived article

Citation
Väisänen Sanna. Pietarinen Janne. Pyhältö Kirsi. Toom Auli. Soini Tiina. (2018). Student Teachers' Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout.  Journal of Education and Learning, 7 (1) , 208-222. 10.5539/jel.v7n1p208.
Rights
© Authors
Licensed under
CC BY http://creativecommons.org/licenses/by/4.0/
Abstract

The study aims to gain a better understanding of the interrelation and the development of student teachers’ proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether, 270 primary school student teachers completed the survey. The data was analyzed by using Structural Equation Modeling (SEM). Results showed that the self-regulative strategy adopted by student teachers promoted the use of co-regulative strategy. Co-regulative strategy use in turn contributed to the perceived fit between the student teacher and the learning environment, and further, reduced study-related burnout. Moreover, student teachers’ ability to utilize proactive self-regulative strategies to buffer potential stressors in advance, i.e., an ability to manage one’s own study pace in the direction of well-being, was effective in reducing the risk of developing burnout. Results also showed that both the key determinants for reducing study-related burnout, i.e., proactive strategies and experienced learning environment, and the study-related burnout symptoms themselves were relatively stable.

Subjects
burnout   learning environment   proactive strategies   student teacher   
URI
https://erepo.uef.fi/handle/123456789/5811
Link to the original item
http://dx.doi.org/10.5539/jel.v7n1p208
Publisher
Canadian Center of Science and Education
Collections
  • Filosofinen tiedekunta [248]
University of Eastern Finland
OpenAccess
eRepo
erepo@uef.fi
OpenUEF
Service provided by
the University of Eastern Finland Library
Library web pages
Twitter
Facebook
Youtube
Library blog
 sitemap
Search

Browse

All of the ArchiveResource types & CollectionsBy Issue DateAuthorsTitlesSubjectsFacultyDepartmentFull organizationSeriesMain subjectThis CollectionBy Issue DateAuthorsTitlesSubjectsFacultyDepartmentFull organizationSeriesMain subject

My Account

Login
University of Eastern Finland
OpenAccess
eRepo
erepo@uef.fi
OpenUEF
Service provided by
the University of Eastern Finland Library
Library web pages
Twitter
Facebook
Youtube
Library blog
 sitemap