Relationships between social support and student burnout: A meta-analytic approach

被引：119
|
作者：
Kim, Boram [1 ]
Jee, Sooin [1 ]
Lee, Joungwha [1 ]
An, Sunghee [2 ]
Lee, Sang Min [1 ]
机构：
[1] Korea Univ, Dept Educ, Seoul, South Korea
[2] Hongik Univ, Grad Sch Educ, Counseling Psychol Program, Seoul, South Korea
来源：
STRESS AND HEALTH | 2018年 / 34卷 / 01期
基金：
新加坡国家研究基金会;
关键词：
meta-analysis; parent support; peer support; social support; student burnout; teacher support; ACADEMIC BURNOUT; LONGITUDINAL ANALYSIS; UNIVERSITY-STUDENTS; SCHOOL BURNOUT; STRESS; PREDICTORS; ENGAGEMENT; PERFECTIONISM; CONSERVATION; PERCEPTIONS;
D O I：
10.1002/smi.2771
中图分类号：
B849 [应用心理学];
学科分类号：
040203 ;
摘要：
This study is a meta-analysis of 19 relevant studies, with 95,434 participants, investigating the relationships between various types of social support and 3 dimensions of student burnout. The overall results indicate that social support is negatively correlated with student burnout. Specifically, school or teacher supports have the strongest negative relationship to student burnout. Social supports from parents and from peers also have a significant negative relationship with student burnout. Among the 3 dimensions of student burnout, inefficacy was more strongly related to social support than emotional exhaustion or cynicism. The results of a moderation analysis suggest that the type of schools (secondary school and postsecondary school) affected the relationships between the overall social support and student burnout. We discuss the implications to ameliorate student burnout.
引用
收藏
页码：127 / 134
页数：8
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