Care Policy and Evaluation Centre, London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK.
University of Helsinki, Helsinki, Finland.
Soc Psychiatry Psychiatr Epidemiol. 2022 Aug;57(8):1659-1669. doi: 10.1007/s00127-022-02268-0. Epub 2022 Mar 22.
To identify the changes of school burnout for Finnish adolescents in lower (grades 8-9) and upper secondary schools (grades 10-11) during years 2006-2019; and to examine the associations of personal-(gender, family socioeconomic, and immigrant status) and school-related (school level, urban-rural area) sociodemographic demands and resources in school burnout.
We used nationally representative data on 949,347 students in secondary school in Finland between 2006 and 2019. Generalized Linear Models were used to assess the effects of year, gender, school level, parental education, unemployment, immigrant status, and urban-rural area and the interactions of year, gender, and school level with each of the remaining sociodemographic variables on school burnout.
School burnout increased among girls and slightly declined among boys. The increase intensified in girls and the decline in boys stagnated after 2011. The educational level of the parents had a constant protective impact over time, the gradient for boys slightly larger compared to girls. Urban areas contributed to the trend of increasing school burnout among girls but not among boys. Parental unemployment and immigration background were associated with the increasing trend of school burnout over time, although somewhat mitigated by parental education.
The results showed the trends in school burnout are often gendered and appeared to worsen aligned with the school budget cuts after 2011. In addition to considering school burnout related to lower parental education and urbanization, it is important to support those students in families experiencing unemployment and/or immigration, especially when concurring with lower parental education.
在 2006 年至 2019 年期间，确定芬兰青少年在初中（8-9 年级）和高中（10-11 年级）阶段的学校倦怠变化；并探讨个人（性别、家庭社会经济状况和移民身份）和学校相关（学校水平、城乡地区）社会人口需求和资源与学校倦怠的关系。
我们使用了 2006 年至 2019 年期间芬兰中学 949347 名学生的全国代表性数据。使用广义线性模型评估了年份、性别、学校水平、父母教育程度、失业、移民身份以及城乡地区对学校倦怠的影响，以及年份、性别和学校水平与其他社会人口变量之间的相互作用对学校倦怠的影响。
女生的学校倦怠程度增加，男生略有下降。女生的增幅加剧，而男生的降幅在 2011 年后趋于停滞。父母的教育水平对学校倦怠具有持续的保护作用，男孩的梯度略高于女孩。城市地区对女生的学校倦怠增加趋势有贡献，但对男生没有影响。父母失业和移民背景与学校倦怠的增加趋势有关，但随着父母教育程度的提高，这种趋势有所缓解。
研究结果表明，学校倦怠的趋势往往存在性别差异，并且似乎在 2011 年之后随着学校预算削减而恶化。除了考虑与父母教育程度较低和城市化有关的学校倦怠外，支持那些处于失业和/或移民家庭的学生也很重要，尤其是当与父母教育程度较低同时存在时。
