The first-year students' motives for attending university studies and study-related burnout in relation to academic achievement

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http://hdl.handle.net/10138/345737

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Hyytinen , H , Tuononen , T , Nevgi , A & Toom , A 2022 , ' The first-year students' motives for attending university studies and study-related burnout in relation to academic achievement ' , Learning and Individual Differences , vol. 97 , 102165 . https://doi.org/10.1016/j.lindif.2022.102165

Titel: The first-year students' motives for attending university studies and study-related burnout in relation to academic achievement
Författare: Hyytinen, Heidi; Tuononen, Tarja; Nevgi, Anne; Toom, Auli
Upphovmannens organisation: The Centre for University Teaching and Learning (HYPE)
Faculty of Educational Sciences
Caledonia - Campus Learning and Development Initiatives Hub
Datum: 2022-07
Språk: eng
Sidantal: 9
Tillhör serie: Learning and Individual Differences
ISSN: 1041-6080
DOI: https://doi.org/10.1016/j.lindif.2022.102165
Permanenta länken (URI): http://hdl.handle.net/10138/345737
Abstrakt: In the present study, students' (n = 881) motives for attending university studies and study-related burnout were investigated in relation to their first-year academic achievement. The results showed that students' motives for attending university and study-related burnout at the outset of studies were connected to each other and to academic achievement at the end of the first study year. The results further showed that study-related burnout was associated with study credits. Furthermore, the results demonstrated that students' risk of study-related burnout varied. Those students who reported a lower risk for study-related burnout more often emphasised a personal-intellectual motive, and they proceeded faster and were more successful in their first study year than students with obviously increased risk for study-related burnout. This study indicates that motives for attending university and study-related burnout should be considered when supporting the transition to university studies.
Subject: 516 Educational sciences
Referentgranskad: Ja
Licens: cc_by
Användningsbegränsning: openAccess
Parallelpublicerad version: publishedVersion


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