UER Développement de l'enfant à l'adulte University of Teacher Education, HEP Vaud, 1007 Lausanne, Switzerland.
Int J Environ Res Public Health. 2020 Feb 12;17(4):1152. doi: 10.3390/ijerph17041152.
This study explores the relationship between educational practices perceived by high school students and their level of burnout, as defined by emotional exhaustion, cynicism and inadequacy. A total of 287 adolescents (146 girls) aged between 14 and 19 years old ( = 16.08, = 1.01) and recruited from a public high school in French-speaking Switzerland completed a questionnaire regarding perceived educational practices and school burnout. Results from path analysis showed that the three dimensions of burnout were negatively associated with certain teacher- and school-related educational practices. More precisely, support for struggling students (ß = -0.24, < 0.001) as well as teaching time (ß = -0.16, < 0.05) were predictors of exhaustion ( =0.27). Teachers' instructional behavior (ß = -0.22, < 0.01) and teacher motivation (ß = -0.31, < 0.001) were predictors of cynicism ( = 0.20) and application of rules (ß = -0.21, < 0.01) predicted inadequacy ( = 0.09). These educational practices should be of particular interest when it comes to strengthening the protective role of schools and teachers against school burnout in adolescents.
本研究探讨了高中生感知到的教育实践与倦怠水平之间的关系，倦怠水平由情绪耗竭、玩世不恭和能力不足三个维度来定义。总共 287 名年龄在 14 至 19 岁之间（M = 16.08，SD = 1.01）的青少年（146 名女生），来自瑞士法语区的一所公立高中，他们完成了一份关于感知到的教育实践和学校倦怠的问卷。路径分析的结果表明，倦怠的三个维度与某些与教师和学校相关的教育实践呈负相关。更确切地说，对学习困难学生的支持（β= -0.24，p<0.001）和教学时间（β= -0.16，p<0.05）是疲劳（β= 0.27）的预测因素。教师的教学行为（β= -0.22，p<0.01）和教师激励（β= -0.31，p<0.001）是玩世不恭（β= 0.20）的预测因素，而规则的应用（β= -0.21，p<0.01）则可以预测能力不足（β= 0.09）。当涉及到加强学校和教师对青少年学校倦怠的保护作用时，这些教育实践应该特别引起关注。
