University of Oulu

Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., Soini, T. (2018) Student Teachers’ Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout. Journal of Education and Learning, 7 (1), 208. doi:10.5539/jel.v7n1p208

Student teachers’ proactive strategies and experienced learning environment for reducing study-related burnout

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Author: Väisänen, Sanna1; Pietarinen, Janne1; Pyhältö, Kirsi2,3;
Organizations: 1School of Applied Educational Science and Teacher Education, University of Eastern Finland
2Faculty of Educational Science, University of Oulu
3Centre for University Teaching and Learning (HYPE), University of Helsinki
4Faculty of Educational Sciences, University of Helsinki
5School of Education, University of Tampere
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.6 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe201802063137
Language: English
Published: Canadian Center of Science and Education, 2018
Publish Date: 2018-02-06
Description:

Abstract

The study aims to gain a better understanding of the interrelation and the development of student teachers’ proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether, 270 primary school student teachers completed the survey. The data was analyzed by using Structural Equation Modeling (SEM). Results showed that the self-regulative strategy adopted by student teachers promoted the use of co-regulative strategy. Co-regulative strategy use in turn contributed to the perceived fit between the student teacher and the learning environment, and further, reduced study-related burnout. Moreover, student teachers’ ability to utilize proactive self-regulative strategies to buffer potential stressors in advance, i.e., an ability to manage one’s own study pace in the direction of well-being, was effective in reducing the risk of developing burnout. Results also showed that both the key determinants for reducing study-related burnout, i.e., proactive strategies and experienced learning environment, and the study-related burnout symptoms themselves were relatively stable.

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Series: Journal of education and learning
ISSN: 1927-5250
ISSN-E: 1927-5269
ISSN-L: 1927-5250
Volume: 7
Issue: 1
Pages: 208 - 222
DOI: 10.5539/jel.v7n1p208
OADOI: https://oadoi.org/10.5539/jel.v7n1p208
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
515 Psychology
Subjects:
Funding: This work was supported by the Academy of Finland (research projects: 1259489 and 295022); and Doctoral Programme in Educational Studies, Philosophical Faculty, University of Eastern Finland.
Academy of Finland Grant Number: 1259489
295022
Detailed Information: 1259489 (Academy of Finland Funding decision)
295022 (Academy of Finland Funding decision)
Copyright information: Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).
  https://creativecommons.org/licenses/by/4.0/