Peer Group Influence and Selection in Adolescents' School Burnout: A Longitudinal Study

Noona H. Kiuru · Kaisa Aunola · Jari‐Erik Nurmi · Esko Leskinen · Katariina Salmela‐Aro

205 citations0/0 files storedMerrill-palmer Quarterly

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Stress and Burnout Research Education, Achievement, and Giftedness Student Stress and Coping

Abstract

The present study investigated the extent to which peer group similarity in school burnout is due to peer group influence and the extent to which it is due to peer group selection. Moreover, the roles of academic achievement and gender in school burnout were examined. A total of 611 ninth graders were examined at the beginning of the final term of comprehensive school, and 614 were examined at the end of the final term. The results of the Multilevel Latent Growth Modeling showed that peer group influence was responsible for peer group similarity, but no evidence was found for peer group selection. The results showed further that high academic achievement protected group members against an increase in school burnout.

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References

1965Society and the Adolescent Self-Image 1978Social Learning Theory.2001The job demands-resources model of burnout.1991Self-Efficacy and Academic Motivation 1983Expectancies, values and academic behaviors 2002Burnout and Engagement in University Students 1996A meta-analytic examination of the correlates of the three dimensions of job burnout.1990At the Threshold: The Developing Adolescent

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2014Learning difficulties, academic well-being and educational dropout: A person-centred approach 2014Early adolescent friendships and academic adjustment: Examining selection and influence processes with longitudinal social network analysis.2009Adolescents’ Self-Concordance, School Engagement, and Burnout Predict Their Educational Trajectories 1This paper is part of a series on “Youth Development in Europe: Transitions and Identities” that will appear in the European Psychologist throughout 2008 and 2009. Taken together, the papers aim to make a conceptual contribution to the increasingly important area of youth development, especially within the context of an expanding Europe, by focusing on variations and changes in the transition to adulthood and emerging identities. The series will conclude with a summary by the organizers of the series, Katariina Salmela-Aro (University of Jyväskylä, Finland) and Ingrid Schoon (University of London, UK).

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