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ABSTRACT
The current study explored predictors of burnout and engagement in 1st-year college students. The theory of conservation of resources was used to create a path model for burnout and engagement. Specifically, the theory suggests that perceptions of demands mediate the relationship between resources and coping strategies. In turn, coping mediates the relationship of demands on the outcomes of burnout and engagement. Results indicate demands partially mediated the relationship between resources and coping strategies. Similarly, coping partially mediated the relationship between demands and burnout and engagement. Results suggest that teaching students adaptive ways of coping and extinguishing maladaptive ways of coping with the academic environment can increase engagement and decrease burnout. Implications for research, theory, and practice are discussed.
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Notes
1. For a copy of any of the models with factor loadings, contact the first author.