References
- Act on General Upper Secondary Education. ( 2018). (FI) s. 714 (Fin.). https://www.finlex.fi/en/laki/kaannokset/2018/en20180714?search%5Btype%5D=pika&search%5Bkieli%5D%5B0%5D=en&search%5Bpika%5D=General%20Upper%20Secondary%20Education
- Adams, C. M., & Forsyth, P. B. (2009). The Nature and Function of Trust in Schools. Journal of School Leadership, 19(2), 126–152. https://doi.org/https://doi.org/10.1177/105268460901900201
- Au, R. C. P., Watkins, D., Hattie, J., & Alexander, P. (2009). Reformulating the depression model of learned hopelessness for academic outcomes. Educational Research Review, 4(2), 103–117. https://doi.org/https://doi.org/10.1016/j.edurev.2009.04.001
- Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F., & Hawkins, J. D. (2000). Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology, 92(3), 568–582. https://doi.org/https://doi.org/10.1037/0022-0663.92.3.568
- Berninger, V. W., Nielsen, K. H., Abbott, R. D., Wijsman, E., & Raskind, W. (2008). Gender differences in severity of writing and reading disabilities. Journal of School Psychology, 46(2), 151–172. https://doi.org/https://doi.org/10.1016/j.jsp.2007.02.007
- Bowers, A. J., Sprott, R., & Taff, S. A. (2013). Do we know who will drop out? A review of the predictors of dropping out of high school: Precision, sensitivity, and specificity. The High School Journal, 96(2), 77–100. https://doi.org/https://doi.org/10.7916/D86W9N4X
- Chu, P. S., Saucier, D. A., & Hafner, E. (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology, 29(6), 624–645. https://doi.org/https://doi.org/10.1521/jscp.2010.29.6.624
- Curran, T., & Hill, A. P. (2019). Perfectionism is increasing over time: A meta-analysis of birth cohort differences from 1989 to 2016. Psychological Bulletin, 145(4), 410–429. https://doi.org/https://doi.org/10.1037/bul0000138
- De Looze, M. E., Cosma, A. P., Vollebergh, W. A. M., Duinhof, E. L., de Roos, S. A., van Dorsselaer, S., van Bon-Martens, M. J. H., Vonk, R., & Stevens, G. W. J. M. (2020). Trends over time in adolescent emotional wellbeing in the Netherlands, 2005–2017: Links with perceived schoolwork pressure, parent-adolescent communication and bullying victimization. Journal of Youth and Adolescence, 49(10), 2124–2135. https://doi.org/https://doi.org/10.1007/s10964-020-01280-4
- Finnish National Board of Education. (2014). National core curriculum for basic education 2014. Finnish National Board of Education. https://www.oph.fi/sites/default/files/documents/perusopetuksen_opetussuunnitelman_perusteet_2014.pdf
- Finnish National Board of Education. (2019). National core curriculum for general upper secondary schools 2019. Finnish National Board of Education. https://www.oph.fi/sites/default/files/documents/lukion_opetussuunnitelman_perusteet_2019.pdf
- Frydenberg, E., & Lewis, R. (2004). Adolescents least able to cope: How do they respond to their stresses? British Journal of Guidance & Counselling, 32(1), 25–37. https://doi.org/https://doi.org/10.1080/03069880310001648094
- Hakkarainen, A. M., Holopainen, L. K., & Savolainen, H. K. (2015). A five-year follow-up on the role of educational support in preventing dropout from upper secondary education in Finland. Journal of Learning Disabilities, 48(4), 408–421. https://doi.org/https://doi.org/10.1177/0022219413507603
- Hegna, K. (2014). Changing educational aspirations in the choice of and transition to post-compulsory schooling—a three-wave longitudinal study of Oslo youth. Journal of Youth Studies, 17(5), 592–613. https://doi.org/https://doi.org/10.1080/13676261.2013.853870
- Herman, K. C., Lambert, S. F., Reinke, W. M., & Ialongo, N. S. (2008). Low academic competence in first grade as a risk factor for depressive cognitions and symptoms in middle school. Journal of Counseling Psychology, 55(3), 400–410. https://doi.org/https://doi.org/10.1037/a0012654
- Herrmann, J., Koeppen, K., & Kessels, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective. Learning and Individual Differences, 69, 150–161. https://doi.org/https://doi.org/10.1016/j.lindif.2018.11.011
- Hintikka, S., Aro, M., & Lyytinen, H. (2005). Computerized training of the correspondences between phonological and orthographic units. Written Language and Literacy, 8(2), 155–178. https://doi.org/https://doi.org/10.1075/wll.8.2.07hin
- Hodkinson, P., & Sparkes, A. C. (1997). Careership: A sociological theory of career decision making. British Journal of Sociology of Education, 18(1), 29–44. https://doi.org/https://doi.org/10.1080/0142569970180102
- Holopainen, L., & Hakkarainen, A. (2019). Longitudinal effects of reading and/or mathematical difficulties: The role of special education in graduation from upper secondary education. Journal of Learning Disabilities, 52(6), 456–467. https://doi.org/https://doi.org/10.1177/0022219419865485
- Holopainen, L., Taipale, A., & Savolainen, H. (2017). Implications of overlapping difficulties in mathematics and reading on self-concept and academic achievement. International Journal of Disability, Development and Education, 64(1), 88–103. https://doi.org/https://doi.org/10.1080/1034912X.2016.1181257
- Kessler, R. C., & McLeod, J. D. (1984). Sex differences in vulnerability to undesirable life events. American Sociological Review, 49(5), 620–631. https://doi.org/https://doi.org/10.2307/2095420
- Kim, B., Jee, S., Lee, J., An, S., & Lee, S. M. (2018). Relationships between social support and student burnout: A meta-analytic approach. Stress and Health: Journal of the International Society for the Investigation of Stress, 34(1), 127–134. https://doi.org/https://doi.org/10.1002/smi.2771
- Kiuru, N., Leskinen, E., Nurmi, J.-E., & Salmela-Aro, K. (2011). Depressive symptoms during adolescence: Do learning difficulties matter? International Journal of Behavioral Development, 35(4), 298–306. https://doi.org/https://doi.org/10.1177/0165025410396764
- Korhonen, J., Linnanmäki, K., & Aunio, P. (2014). Learning difficulties, academic well-being, and educational dropout: A person-centred approach. Learning and Individual Differences, 31, 1–10. https://doi.org/https://doi.org/10.1016/j.lindif.2013.12.011
- Lee, C. Y. S., & Goldstein, S. E. (2016). Loneliness, stress, and social support in young adulthood: Does the source of support matter? Journal of Youth and Adolescence, 45(3), 568–580. https://doi.org/https://doi.org/10.1007/s10964-015-0395-9
- Lehto, J. E., Kortesoja, L., & Partonen, T. (2019). School burnout and sleep in Finnish secondary school students. Sleep Science (Sao Paulo, Brazil), 12(1), 10–14. https://doi.org/https://doi.org/10.5935/1984-0063.20190051
- Marsh, H. W., Hau, K. T., & Grayson, D. (2005). Goodness of fit in structural equation models. In A. Maydeu-Olivares & J. J. McArdle (Eds.), Contemporary psychometrics: A festschrift for Roderick P. McDonald (pp. 275–340). Lawrence Erlbaum Associates Publishers.
- Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Consulting Psychologists Press.
- Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/https://doi.org/10.1146/annurev.psych.52.1.397
- May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42, 126–131. https://doi.org/https://doi.org/10.1016/j.lindif.2015.07.015
- McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin, 107(2), 247–255. https://doi.org/https://doi.org/10.1037/0033-2909.107.2.247
- Muthén, L. K., & Muthén B. O. (1998–2012). Mplus user’s guide: Statistical analysis with latent variables (7th ed.). Muthén & Muthén. http://www.statmodel.com/index2.html
- Näatänen, P., Aro, A., Matthiesen, S., & Salmela-Aro, K (2003). Bergen burnout indicator 15. Edita.
- OECD. (2020). Education at a glance 2020: OECD indicators. OECD Publishing. https://doi.org/https://doi.org/10.1787/69096873-en.
- Parker, P. D., & Salmela-Aro, K. (2011). Developmental processes in school burnout: A comparison of major developmental models. Learning and Individual Differences, 21(2), 244–248. https://doi.org/https://doi.org/10.1016/j.lindif.2011.01.005
- Rahmati, Z. (2015). The study of academic burnout in students with high and low level of self-efficacy. Procedia - Social and Behavioral Sciences, 171, 49–55. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.01.087
- Rosseel, Y. (2012). Lavaan: An R Package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/https://doi.org/10.18637/jss.v048.i02
- Salmela-Aro, K. (2017). Dark and bright sides of thriving—school burnout and engagement in the Finnish context. European Journal of Developmental Psychology, 14(3), 337–349. https://doi.org/https://doi.org/10.1080/17405629.2016.1207517
- Salmela-Aro, K., & Näätänen, P. (2005). Nuorten koulu-uupumusmittari BBI-10 [Adolescents’ School Burnout Inventory]. Edita.
- Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout profiles among Finnish higher education students. Burnout Research, 7, 21–28. https://doi.org/https://doi.org/10.1016/j.burn.2017.11.001
- Salmela-Aro, K., & Tynkkynen, L. (2012). Gendered pathways in school burnout among adolescents. Journal of Adolescence, 35(4), 929–939. https://doi.org/https://doi.org/10.1016/j.adolescence.2012.01.001
- Salmela-Aro, K., Kiuru, N., & Nurmi, J.-E. (2008). The role of educational track in adolescents’ school burnout: A longitudinal study. The British Journal of Educational Psychology, 78(Pt 4), 663–689. https://doi.org/https://doi.org/10.1348/000709908X281628
- Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory: Reliability and validity. European Journal of Psychological Assessment, 25(1), 48–57. https://doi.org/https://doi.org/10.1027/1015-5759.25.1.48
- Salmela-Aro, K., Kiuru, N., Pietikäinen, M., & Jokela, J. (2008). Does school matter? The role of school context in adolescents’ school-related burnout. European Psychologist, 13(1), 12–23. https://doi.org/https://doi.org/10.1027/1016-9040.13.1.12
- Salmela-Aro, K., Savolainen, H., & Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38(10), 1316–1327. https://doi.org/https://doi.org/10.1007/s10964-008-9334-3
- Schaufeli, W., Martínez, I., Pinto, A., Salanova, M., & Bakker, A. (2002). Burnout and engagement in university students: A cross-national Study. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://doi.org/https://doi.org/10.1177/0022022102033005003
- Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323–338. https://doi.org/https://doi.org/10.3200/JOER.99.6.323-338
- Shin, H. J., Kim, B. Y., Lee, M. Y., Noh, H. K., Kim, K. H., & Lee, S. M. (2011). A short-term longitudinal study of mental health and academic burnout among middle school students. The Korean Journal of School Psychology, 8(2), 133–152. https://doi.org/https://doi.org/10.16983/kjsp.2011.8.2.133
- Sideridis, G. D. (2006). Understanding low achievement and depression in children with learning disabilities: A goal orientation approach. International Review of Research in Mental Retardation, 31, 163–203. https://doi.org/https://doi.org/10.1016/s0074-7750(05)31005-6
- Siegel, L. S., & Smythe, I. S. (2005). Reflections on research on reading disability with special attention to gender issues. Journal of Learning Disabilities, 38(5), 473–477. https://doi.org/https://doi.org/10.1177/00222194050380050901
- Simmons, F., & Singleton, C. (2000). The reading comprehension abilities of dyslexic students in higher education. Dyslexia, 6(3), 178–192. https://doi.org/https://doi.org/10.1002/1099-0909(200007/09)6:3<178::AID-DYS171>3.0.CO;2-9
- Ståhlberg, J., Tuominen, H., Pulkka, A., & Niemivirta, M. (2021). Students perfectionistic profiles: Stability, change, and associations with achievement goal orientations. Psychology in the Schools, 58(1), 162–184. https://doi.org/https://doi.org/10.1002/pits.22444
- Tang, X., Upadyaya, K., & Salmela-Aro, K. (2021). School burnout and psychosocial problems among adolescents: Grit as a resilience factor. Journal of Adolescence, 86, 77–89. https://doi.org/https://doi.org/10.1016/j.adolescence.2020.12.002
- Torppa, M., Vasalampi, K., Eklund, K., Sulkunen, S., & Niemi, P. (2020). Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being. Educational Psychology, 40(1), 62–81. https://doi.org/https://doi.org/10.1080/01443410.2019.1670334
- Trammell, J., & Hathaway, M. (2007). Help-seeking patterns in college students with disabilities. Journal of Postsecondary Education and Disability, 20(1), 5–15.
- Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental Psychology, 50(3), 649–662. https://doi.org/https://doi.org/10.1037/a0033898
- Undheim, A., & Sund, A. (2008). Psychosocial factors and reading difficulties: Students with reading difficulties drawn from a representative population sample. Scandinavian Journal of Psychology, 49(4), 377–384. https://doi.org/https://doi.org/10.1111/j.1467-9450.2008.00661.x
- Ventura, M., Salanova, M., & Llorens, S. (2015). Professional self-efficacy as a predictor of burnout and engagement: The role of challenge and hindrance demands. The Journal of Psychology, 149(3–4), 277–302. https://doi.org/https://doi.org/10.1080/00223980.2013.876380
- Westwood, P. (2004). Learning and learning difficulties: A handbook for teachers. Australian Council for Educational Research.
- Willms, J. D. (2003). Student engagement at school. A sense of belonging and participation: Results from PISA 2000. Organisation for economic co-operation and development. https://doi.org/https://doi.org/10.1787/19963777