Markiewicz Katarzyna, Kaczmarek Bożydar L J
Institute of Psychology, WSEI University, Lublin, Poland.
PLoS One. 2024 Dec 31;19(12):e0316082. doi: 10.1371/journal.pone.0316082. eCollection 2024.
Research following the COVID-19 pandemic points to many problems related to adolescents' mental condition, their coping with the organization of daily life and the implementation of school duties, which can lead to school burnout. It includes absenteeism, decreased motivation and academic performance, and a cynical attitude toward peers and teachers. A significant way to protect adolescents' mental health may be by teaching them to complete their daily duties. Still, an obstacle is the observable post-pandemic, increasing tendency to procrastinate, which can exacerbate the effects of school burnout. The study aimed to establish the impact of depression, anxiety and stress on school burnout mediated by procrastination, understood as implemental procrastination.
Three questionnaires were used: Depression, Anxiety and Stress Scale, Implemental Delay Scale, and School burnout scale. The study comprised 344 students (57,6% females) from Polish secondary schools (high schools and technical schools), aged 14-20 years (M = 16.69; SD = 1.74). The analysis of relationships between variables studied was performed with the mediation model.
Analyses confirmed the mediating effect of implemental delay on the relationship between depression, stress and school burnout. Unexpectedly, it turned out that the burnout resulting from parental pressure significantly weakened the value of the mediator (implemental delay). In contrast, the value of the predictors (depression and stress) increased. Anxiety was found to be a nonsignificant predictor of school burnout.
The data show that stress, depression and procrastination influence school burnout, which depends mainly on the dimension of burnout. Awareness of these relationships can support the creation of specialized prevention programs, allowing students to overcome their problems. At the same time, parents and teachers may help them understand the nature of observed disorders, which has little to do with laziness often attributed to young people.
新冠疫情后的研究指出了许多与青少年心理状况、应对日常生活安排及履行学业职责相关的问题，这些问题可能导致学业倦怠。这包括旷课、学习动力和学业成绩下降，以及对同龄人和教师的愤世嫉俗态度。保护青少年心理健康的一个重要方法可能是教导他们完成日常任务。然而，一个障碍是疫情后明显增加的拖延倾向，这可能会加剧学业倦怠的影响。该研究旨在确定抑郁、焦虑和压力通过拖延（被理解为执行性拖延）对学业倦怠产生的影响。
使用了三份问卷：抑郁、焦虑和压力量表、执行性延迟量表和学业倦怠量表。该研究包括来自波兰中学（高中和技术学校）的344名学生（57.6%为女性），年龄在14至20岁之间（M = 16.69；SD = 1.74）。使用中介模型对所研究变量之间的关系进行分析。
分析证实了执行性延迟在抑郁、压力与学业倦怠之间关系中的中介作用。出乎意料的是，结果表明父母压力导致的倦怠显著削弱了中介变量（执行性延迟）的作用。相比之下，预测变量（抑郁和压力）的作用增加。焦虑被发现是学业倦怠的一个不显著预测因素。
数据表明，压力、抑郁和拖延会影响学业倦怠，这主要取决于倦怠的维度。认识到这些关系有助于制定专门的预防计划，使学生能够克服他们的问题。同时，家长和教师可以帮助他们理解所观察到的问题的本质，这些问题与通常归因于年轻人的懒惰关系不大。
