Family and school social capital, school burnout and academic achievement: a multilevel longitudinal analysis among Finnish pupils

被引：34
|
作者：
Lindfors, P. [1 ]
Minkkinen, J. [1 ]
Rimpela, A. [1 ,2 ]
Hotulainen, R. [3 ]
机构：
[1] Univ Tampere, Fac Social Sci, Hlth Sci, Tampere, Finland
[2] Tampere Univ Hosp, Dept Adolescent Psychiat, Tampere, Finland
[3] Univ Helsinki, Ctr Educ Assessment, Educ Assessment, Helsinki, Finland
来源：
INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH | 2018年 / 23卷 / 03期
基金：
芬兰科学院;
关键词：
Adolescents; social capital; school burnout; academic achievement; multilevel design; longitudinal study;
D O I：
10.1080/02673843.2017.1389758
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
Research on the associations between family and school social capital, school burnout and academic achievement in adolescence is scarce and the results are inconclusive. We examined if family and school social capital at the age of 13 predicts lower school burnout and better academic achievement when graduating at the age of 16. Using data from 4467 Finnish adolescents from 117 schools and 444 classes a three-level multilevel analysis was executed. School social capital, the positive and supportive relationships between students and teachers, predicted lower school burnout and better academic achievement among students. Classmates' family social capital had also significance for students' academic achievement. Our results suggest that building school social capital is an important aspect of school health and education policies and practices.
引用
收藏
页码：368 / 381
页数：14
相关论文
共 50 条
  • [31] Relations of middle school students' perceptions of family and school contexts with academic achievement
    Marchant, GJ
    Paulson, SE
    Rothlisberg, BA
    PSYCHOLOGY IN THE SCHOOLS, 2001, 38 (06) : 505 - 519
  • [32] SOCIAL ACCEPTANCE, ACADEMIC-ACHIEVEMENT, AND ACADEMIC APTITUDE AMONG HIGH-SCHOOL STUDENTS
    RYAN, FJ
    DAVIE, JS
    JOURNAL OF EDUCATIONAL RESEARCH, 1958, 52 (03): : 101 - 106
  • [33] Explaining the academic achievement at school leaving for pupils with a history of language impairment: Previous academic achievement and literacy skills
    Dockrell, Julie E.
    Lindsay, Geoff
    Palikara, Olympia
    CHILD LANGUAGE TEACHING & THERAPY, 2011, 27 (02): : 223 - 237
  • [34] The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data
    Maxwell, Sophie
    Reynolds, Katherine J.
    Lee, Eunro
    Subasic, Emina
    Bromhead, David
    FRONTIERS IN PSYCHOLOGY, 2017, 8
  • [35] Multilevel Examination of Burnout Among High School Staff: Importance of Staff and School Factors
    O'Brennan, Lindsey
    Pas, Elise
    Bradshaw, Catherine
    SCHOOL PSYCHOLOGY REVIEW, 2017, 46 (02) : 165 - 176
  • [36] Neighborhood social processes and academic achievement in elementary school
    Emory, Ronya
    Caughy, Margaret
    Harris, I. Robert
    Franzini, Luisa
    JOURNAL OF COMMUNITY PSYCHOLOGY, 2008, 36 (07) : 885 - 898
  • [37] A multilevel analysis on high school teachers' job burnout
    Wang, Peng
    Gao, Fengqiang
    INTERNATIONAL JOURNAL OF PSYCHOLOGY, 2008, 43 (3-4) : 816 - 816
  • [38] School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective
    Julia Morinaj
    Andreas Hadjar
    Tina Hascher
    Social Psychology of Education, 2020, 23 : 279 - 314
  • [39] Association Between Physical Fitness and Academic Achievement in a Cohort of Danish School Pupils
    Andersen, Mikkel P.
    Mortensen, Rikke N.
    Vardinghus-Nielsen, Henrik
    Franch, Jesper
    Torp-Pedersen, Christian
    Boggild, Henrik
    JOURNAL OF SCHOOL HEALTH, 2016, 86 (09) : 686 - 695
  • [40] School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective
    Morinaj, Julia
    Hadjar, Andreas
    Hascher, Tina
    SOCIAL PSYCHOLOGY OF EDUCATION, 2020, 23 (02) : 279 - 314
12345