Salmela-Aro Katariina, Kiuru Noona, Nurmi Jari-Erik
Department of Psychology, University of Jyväskylä, Agora, Finland.
Br J Educ Psychol. 2008 Dec;78(Pt 4):663-89. doi: 10.1348/000709908X281628. Epub 2008 Feb 6.
Transition from comprehensive school to later educational tracks is challenging for many adolescents. The present three-wave longitudinal study conducted in Finland considers this issue from the perspective of school burnout.
The study investigated the extent to which school-related burnout (exhaustion, cynicism, and feelings of inadequacy) changes during the transition from comprehensive school to an academic or vocational track.
The participants of the present study were 658 ninth graders, who filled in questionnaires twice during their final term of comprehensive school and once after the transition to post-comprehensive schooling.
The participants filled in the school burnout inventory and supplied background information on gender and academic achievement. The data have analysed by latent growth curve modelling.
The results showed that adolescents on an academic track experienced more exhaustion at school than those on a vocational track. Moreover, among adolescents on an academic track both the level of cynicism and inadequacy at school increased across time. In turn, among adolescents on a vocational track inadequacy at school decreased across time while cynicism increased before the school transition and decreased thereafter. Girls experienced more overall school burnout than boys, and adolescents whose academic achievement was lower experienced a higher level of burnout than adolescents who did better at school.
The results support the stage-environment fit theory according to which the nature of the environments in academic and vocational education are more important than the transition per se for changes in how adolescents think and feel about school (see Eccles & Midgley, 1989).
对于许多青少年而言，从综合学校过渡到后续教育阶段颇具挑战。芬兰开展的这项三波次纵向研究从学校倦怠的角度审视了这一问题。
该研究调查了从综合学校过渡到学术或职业教育阶段期间，与学校相关的倦怠（疲惫、玩世不恭和能力不足感）的变化程度。
本研究的参与者为658名九年级学生，他们在综合学校最后一学期填写了两次问卷，并在过渡到综合学校后教育阶段后填写了一次问卷。
参与者填写了学校倦怠量表，并提供了性别和学业成绩方面的背景信息。数据通过潜在增长曲线模型进行分析。
结果显示，走学术路线的青少年在学校经历的疲惫比走职业路线的青少年更多。此外，在走学术路线的青少年中，玩世不恭和能力不足的程度随时间推移而增加。相反，在走职业路线的青少年中，学校能力不足感随时间推移而下降，而玩世不恭在学校过渡前增加，之后下降。女孩比男孩经历的整体学校倦怠更多，学业成绩较低的青少年比在学校表现较好的青少年经历的倦怠程度更高。
结果支持阶段-环境适配理论，根据该理论，学术和职业教育环境的性质对于青少年对学校的看法和感受的变化而言，比过渡本身更为重要（见埃克尔斯和米德格利，1989年）。
