Student Teachers' Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout
Files
Self archived version
published versionDate
2018Author(s)
Unique identifier
10.5539/jel.v7n1p208Metadata
Show full item recordMore information
Self-archived item
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
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.
Keywords
Link to the original item
http://dx.doi.org/10.5539/jel.v7n1p208Publisher
Canadian Center of Science and EducationCollections
- Filosofinen tiedekunta [463]