Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain.
Department of Educational Sciences, Faculty of Humanities and Science Education, University of Zaragoza, 50001 Zaragoza, Spain.
Int J Environ Res Public Health. 2022 Oct 3;19(19):12663. doi: 10.3390/ijerph191912663.
The final years of primary school (early adolescence) are regarded as key for the academic and personal development of students. This study aims to analyze the relationship between academic motivation, academic burnout, and academic performance, differentiating between adaptive and non-adaptive patterns according to the results of the three constructs studied.
The sample comprised 398 students, both male ( = 224; 56.28%) and female ( = 174; 43.71%) with ages ranging from 11 to 13 years (M = 11.49; DT = 0.52). The instruments used were the (MBI-SS) and the (AMS), as well as academic marks as a measure of performance.
The results revealed significant correlations between the three constructs under study, the variables that can be used to predict academic performance, and both adaptive and non-adaptive behavior patterns.
The importance of motivation, burnout, and academic performance in primary education is manifested, whose interrelation can give rise to adaptive behaviors based on high school motivation away from academic burnout that leads to a higher academic performance in students.
小学的最后几年（青春期早期）被认为是学生学业和个人发展的关键时期。本研究旨在分析学业动机、学业倦怠与学业成绩之间的关系，并根据所研究的三个构念的结果区分适应性和非适应性模式。
样本包括 398 名学生，其中男生（n=224；56.28%）和女生（n=174；43.71%），年龄在 11 至 13 岁之间（M=11.49；DT=0.52）。使用的工具是学业情绪问卷（AMS）和学业倦怠量表（MBI-SS），以及学业成绩作为表现的衡量标准。
研究结果显示，在所研究的三个构念之间、可以用来预测学业成绩的变量以及适应性和非适应性行为模式之间存在显著相关性。
小学教育中动机、倦怠和学业成绩的重要性得以体现，它们之间的相互关系可以产生基于高中学业动机的适应性行为，远离导致学生学业成绩提高的学业倦怠。
