Mediating effects of self-efficacy in the relationships between academic burnout and school adjustment on middle school students

청소년의 학업소진과 학교적응의 관계에서 자기효능감의 매개효과

  • Choi, Ok (Department of education, Chonnam National University) ;
  • Lee, Woo Song (Department of education, Chonnam National University)
  • 최옥 (전남대학교 교육학과) ;
  • 이우송 (전남대학교 교육학과)
  • Received : 2014.06.21
  • Accepted : 2014.09.20
  • Published : 2014.09.28


The purpose of this study is to define the paths through which academic burnout and self-efficacy of middle school students affect school adjustment, verify the path model of each factor, and examine the mediator effects of self-efficacy. In line with this objective, the study conducted a survey on 713 third year students of 3 different middle schools in city G. The first finding of this study confirmed that the path coefficient and suitablility index were significant, indicating that the path model was also significant. Second, academic burnout had direct negative effects on self-efficacy and school adjustment, while self-efficacy has positive effects on school adjustment. Third, self-efficacy was confirmed to have meaningful mediator effects on academic burnout and school adjustment. Based on these findings, academic burnout caused by excessive demand for academic success on korean students has negative effects on school adjustment, but if self-efficacy is well developed as an individual factor, school maladjustment can be reduced. Thus this study confirmed that psychological factors, such as self-efficacy, are necessary in school adjustment. Future studies were suggested on the basis of this study's findings.


burnout;academic burnout;self-efficacy;school adjustment


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