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Theoretical Review on Burnout Symptoms in Education

교육에서의 소진에 관한 이론적 고찰

  • Lee, Sang Min (Department of Education, Korea University) ;
  • An, Sunghee (Department of Art Therapy, Hanyang Cyber University)
  • 이상민 (고려대학교 교육학과) ;
  • 안성희 (한양사이버대학교 미술치료학과)
  • Received : 2014.05.15
  • Accepted : 2014.06.17
  • Published : 2014.06.30

Abstract

Burnout research has mostly been performed in human service fields. However, it has recently been expanded to cover diverse settings and even non-occupational samples, such as students. In this study, we defined the construct of academic burnout, which is the burnout experienced by students. Next, we described the concept of academic burnout by introducing measurements for assessing academic burnout. On the basis of the demand-control model (DCM) and effort-reward imbalance model (ERIM), which are the most predominant theoretical burnout models, we described the causal factors and the pathway to experiencing academic burnout symptoms. The ERIM was a more influential model than the DCM when explaining the academic burnout of Korean students. Based on the results of previous longitudinal studies on academic burnout, we recognized emotional exhaustion and academic inefficacy as the initial symptoms of academic burnout. Finally, we discussed the prevention and intervention programs with specific components that should be included in those programs.

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