Factors affecting study-related burnout among Finnish university students: teaching-learning environment, achievement motivation and the meaning of life

References

• Antonovsky, A., 1980, Health, stress, and coping (San Francisco, CA, Jossey-Bass).
   Google Scholar
• Antonovsky, A., 1987, Unraveling the mystery of health. How people manage stress and stay well (San Francisco, CA, Jossey-Bass).
   Google Scholar
• Bandura, A., 1997, Self-efficacy: The exercise of control (New York, NY, Freeman).
   Google Scholar
• Bennett, R., 2003, ‘Determinants of undergraduate student drop out rates in a university business studies department’, Journal of Further and Higher Education, 27(2), pp. 123–141.10.1080/030987703200065154
   Google Scholar
• Bentler, P.M. & Bonett, D.G., 1980, ‘Significance tests and goodness of fit in the analysis of covariance structures’, Psychological Bulletin, 88(3), pp. 588–606.10.1037/0033-2909.88.3.588
   Web of Science ®Google Scholar
• Bordia, S., 2007, ‘Promises to keep: the nature of student psychological contracts in TESOL’, TESOL in Context, 17, pp. 23–29.
   Google Scholar
• Bourne, L.E. Jr. & Yaroush, R.A., 2003, Stress and Cognition: A Cognitive Psychological Perspective. Available at http://psych.colorado.edu/~lbourne/StressCognition.pdf.
   Google Scholar
• Breen, R. & Lindsay, R., 2002, ‘Different disciplines require different motivations for student success’, Research in Higher Education, 43(6), pp. 693–725.10.1023/A:1020940615784
   Web of Science ®Google Scholar
• Brougham, R.R., Zail, C.M., Mendoza, C.M. & Miller, J.R., 2009, ‘Stress, sex differences, and coping strategies among college students’, Current Psychology, 28(2), pp. 85–97.10.1007/s12144-009-9047-0
   Web of Science ®Google Scholar
• Brown, T.A., 2006, Confirmatory factor analysis for applied research (New York, NY, The Guilford Press).
   Google Scholar
• Cecen, S. & Ozturk, H., 2007, ‘Voicing the unvoiced: student stress’, paper presented at the Sabancı University International Conference on Foreign Language Education, Tuning In: Learners of language, language of learners, Istanbul, Turkey, 24–26 May.
   Google Scholar
• Conard, M.A. & Matthews, R.A., 2008, ‘Modeling the stress process: personality eclipses dysfunctional cognitions and workload in predicting stress’, Personality and Individual Differences, 44(1), pp. 171–181.10.1016/j.paid.2007.07.023
   Web of Science ®Google Scholar
• Cook, C., Heath, F. & Thompson, R., 2000, ‘A meta-analysis of response rates in web- or internet-based surveys’, Educational and Psychological Measurement, 60(6), pp. 821–836.10.1177/00131640021970934
   Web of Science ®Google Scholar
• Devlin, M. & Samarawickrema, M., 2010, ‘The criteria of effective teaching in a changing higher education context’, Higher Education Research & Development, 29(2), pp. 111–124.
   Web of Science ®Google Scholar
• Duff, A., Boyle, E., Dunleavy, K. & Ferguson, J., 2004, ‘The relationship between personality, approach to learning and academic performance’, Personality and Individual Differences, 36(8), pp. 1907–1920.10.1016/j.paid.2003.08.020
   Web of Science ®Google Scholar
• Entwistle, N., McCune, V. & Hounsell, J., 2002, Approaches to Studying and Perceptions of University Teaching Learning Environments: Concepts, Measures and Preliminary Findings. Available at http://www.ed.ac.uk ( accessed 14 January 2012).
   Google Scholar
• Entwistle, N., McCune, V. & Hounsell, J., 2004, ‘Investigating ways of enhancing university teaching-learning environments: measuring students’ approaches to studying and perceptions of teaching’, in De Corte, E., Verschaffel, L., Entwistle, N. & von Merriënboer, J. (Eds.) Powerful Learning Environments: Unravelling basic components and dimensions (Amsterdam, Pergamon).
   Google Scholar
• Entwistle, N.J. & Peterson, E.R., 2004, ‘Conceptions of learning and knowledge in higher education: relationships with study behaviour and influences of learning environments’, International Journal of Education, 41(6), pp. 407–428.
   Google Scholar
• Flensborg-Madsen, T., Ventegodt, S. & Merrick, J., 2005, ‘Sense of coherence and physical health. a review of previous findings’, The Scientific World Journal, 5, pp. 665–673.10.1100/tsw.2005.85
   Web of Science ®Google Scholar
• Glenn, D., Patel, F., Kutelieh, S., Robbins, J., Smigiel, H. & Wilson, A., 2012, ‘Perceptions of optimal conditions for teaching and learning: a case study from Flinders University’, Higher Education Research & Development, 31(2), pp. 201–215.
   Web of Science ®Google Scholar
• Goldman, C.R. & Wong, E.H., 1997, ‘Stress and the college student’, Education, 117(4), pp. 604–613.
   Google Scholar
• High Level Group on the Modernisation of Higher Education (HLG MHE), 2013, Report to the European Commission on Improving the Quality of Teaching and Learning in Europe’s Higher Education Institutions (Luxembourg, Publications Office of the European Union). Available at http://europa.eu/rapid/press-release_IP-13-554_en.htm ( accessed 10 October 2013).
   Google Scholar
• Hounsell, D., Entwistle, N., Anderson, C., Bromage, A., Day, K., Hounsell, J., Land, R., Litjens, J., McCune, V., Meyer, E., Reimann, N. & Xu, R., 2005, Enhancing Teaching-Learning Environments in Undergraduate Courses. Final Report to the Economic and Social Research Council on TLRP Project L139251099. Available at http://www.etl.tla.ed.ac.uk//publications.html ( accessed 14 January 2009).
   Google Scholar
• Hu, L. & Bentler, P.M., 1999, ‘Cut-off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives’, Structural Equation Modeling, 6(1), pp. 1–55.10.1080/10705519909540118
   Web of Science ®Google Scholar
• Jacobs, Sheri. R. & Dodd, D., 2003, ‘Student burnout as a function of personality, social support, and workload’, Journal of College Student Development, 44(3), pp. 291–303.10.1353/csd.2003.0028
   Google Scholar
• Karademas, E.C. & Kalantzi-Azizi, A., 2004, ‘The stress process, self-efficacy expectations, and psychological health’, Personality and Individual Differences, 37(5), pp. 1033–1043.10.1016/j.paid.2003.11.012
   Web of Science ®Google Scholar
• Keith, T.Z., 2006, Multiple regression and beyond (Harlow, Pearson).
   Google Scholar
• Klassen, R.M., Krawchuk, L.L. & Rajani, S., 2008, ‘Academic procrastination of undergraduates: low self-efficacy to self-regulate predicts higher levels of procrastination’, Contemporary Educational Psychology, 33(4), pp. 915–931.10.1016/j.cedpsych.2007.07.001
   Web of Science ®Google Scholar
• Kuittinen, M. & Meriläinen, M., 2011, ‘The effect of study-related burnout on student perceptions’, Journal of International Education in Business, 4(1), pp. 42–62.10.1108/18363261111170586
   Google Scholar
• Lazarus, R., 1999, Stress and Emotion: A new synthesis (New York, NY, Springer).
   Google Scholar
• Lizzio, A., Wilson, K. & Simons, R., 2002, ‘University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice’, Studies in Higher Education, 27(1), pp. 27–52.10.1080/03075070120099359
   Web of Science ®Google Scholar
• Manninen, J., Burman, A., Koivunen, A., Kuittinen, E., Luukannel, S., Passi, S. & Särkkä, H., 2007, Environments that Support Learning. An introduction to learning environments approach (Helsinki, National Board of Education).
   Google Scholar
• Maslach, C., Schaufeli, W. & Leiter, M., 2001, ‘Job burnout’, Annual Review of Psychology, 52, pp. 397–422.10.1146/annurev.psych.52.1.397
   PubMed Web of Science ®Google Scholar
• Meriläinen, M. & Kuittinen, M., 2014, ‘The relation between Finnish university students’ perceived level of study-related burnout, perceptions of the teaching–learning environment and perceived achievement motivation’, Pastoral Care in Education. Available at http://www.tandfonline.com/doi/abs/10.1080/02643944.2014.893009#.U_bnyKNqPQI, ( accessed 3 March 2014).
   Google Scholar
• Muthén, L.K. & Muthén, B.O., 1998–2010, MPlus User’s Guide, 6th edn. (Los Angeles, CA, Muthén & Muthén).
   Google Scholar
• Pajares, F. & Miller, M. David., 1994, ‘Role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis’, Journal of Educational Psychology, 86(2), pp. 193–203.10.1037/0022-0663.86.2.193
   Web of Science ®Google Scholar
• Robotham, D., 2008, ‘Stress among higher education students: towards a research agenda’, Higher Education, 56(6), pp. 735–746.10.1007/s10734-008-9137-1
   Web of Science ®Google Scholar
• Salmela-Aro, K., 2009, Opiskelu-uupumusmittari SBI-9 yliopisto- ja ammattikorkeakouluopiskelijoille [School Burnout Inventory SBI-9 for students in higher education] (Helsinki, Ylioppilaiden terveydenhoitosäätiön tutkimuksia 46).
   Google Scholar
• Salmela-Aro, K., Kiuru, N., Leskinen, E. & Nurmi, J.-E., 2009, ‘School Burnout Inventory (SBI)–Reliability and validity’, European Journal of Psychological Assessment, 25(1), pp. 48–57.10.1027/1015-5759.25.1.48
   Web of Science ®Google Scholar
• Schaufeli, W.B., Martínez, I.M., Pinto, A.M., Salanova, M. & Bakker, A.B., 2002, ‘Burnout and engagement in university students – a cross-national study’, Journal of Cross-Cultural Psychology, 33(5), pp. 464–481.10.1177/0022022102033005003
   Web of Science ®Google Scholar
• Schunk, D.H. & Pajares, F., 2010, ‘Self-efficacy beliefs’, in Peterson, P., Baker, E. & McGaw, B. (Eds.) International Encyclopedia of Education, 3rd edn. Available at http://dx.doi.org/10.1016/B978-0-08-044894-7.00620-5 ( accessed 3 May 2012).
   Google Scholar
• Solberg, V.S., Gusavac, N., Hnn, T., Felch, J., Johnson, J., Lamborn, S. & Torres, J.B., 1998, ‘The Adaptive Success Identity Plan (ASIP): a career intervention for college students’, The Career Development Quarterly, 47, pp. 48–95.10.1002/cdq.1998.47.issue-1
   Web of Science ®Google Scholar
• Van den Berg, M.N. & Hofman, W.H.A., 2005, ‘Student success in university education: a multi-measurement study of the impact of student and faculty factors on study progress’, Higher Education, 50, pp. 413–446.10.1007/s10734-004-6361-1
   Web of Science ®Google Scholar
• Van Dinther, M., Dochy, F. & Segers, M., 2011, ‘Factors affecting students’ self-efficacy in higher education’, Educational Research Review, 6(2), pp. 95–108.10.1016/j.edurev.2010.10.003
   Web of Science ®Google Scholar
• Van-Rooijen, L., 1986, ‘Advanced students’ adaptation to college’, Higher Education, 15(3-4), pp. 197–209.10.1007/BF00129211
   Google Scholar
• Wierstra, R.F.A., Kanselaar, G., van der Linden, J.L., Lodewijks, H.G.L.C. & Vermunt, J.D., 2003, ‘The impact of the university context on European students’ learning approaches and learning environment preferences’, Higher Education, 45(4), pp. 503–523.10.1023/A:1023981025796
   Web of Science ®Google Scholar
• Wigfield, A. & Cambria, J., 2010, ‘Students’ achievement values, goal orientations and interests: definitions, development, and relations to achievement outcomes’, Developmental Review, 30(1), pp. 1–35.10.1016/j.dr.2009.12.001
   Web of Science ®Google Scholar
• Wigfield, A. & Eccles, J.S., 2000, ‘Expectancy–value theory of achievement motivation’, Contemporary Educational Psychology, 25(1), pp. 68–81.10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar
• Zajacova, A., Lynch, S.M. & Espenshade, T.J., 2005, ‘Self-efficacy, stress, and academic success in college’, Research in Higher Education, 46(6), pp. 677–706.10.1007/s11162-004-4139-z
   Web of Science ®Google Scholar