Burned-Out Classroom Climate, Intrinsic Motivation, and Academic Engagement: Exploring Unresolved Issues in the Job Demand-Resource Model

Abstract

This study aimed to test the multilevel mediating effect of intrinsic motivation on the relationship between burned-out classroom climate and academic engagement and theoretically investigate the unresolved issues in the Job Demands-Resources model. Data were collected from 1015 high school students from 43 classes. Multilevel structural equation modeling indicated that a high level of burned-out classroom climate was related to a low level of academic engagement. In addition, intrinsic motivation mediated the path from burned-out classroom climate to academic engagement. Practical implications to improve classroom climate and academic engagement are discussed.

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