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Pregled bibliografske jedinice broj: 1019158

Student flow and burnout: The role of teacher autonomy support and student autonomous motivation


Ljubin Golub, Tajana; Rijavec, Majda; Olčar, Diana
Student flow and burnout: The role of teacher autonomy support and student autonomous motivation // Psychological Studies, online first (2019), PSYI-D-18-00122R3, 15 (međunarodna recenzija, članak, znanstveni)


Naslov
Student flow and burnout: The role of teacher autonomy support and student autonomous motivation

Autori
Ljubin Golub, Tajana ; Rijavec, Majda ; Olčar, Diana

Izvornik
Psychological Studies (0033-2968) Online first (2019); PSYI-D-18-00122R3, 15

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
Flow ; autonomy support ; Self-determination theory ; intrinsic motivation ; burnout

Sažetak
Drawing on the flow theory and the self- determination theory, this study explores the predictors of students’ burnout. The sample consisted of 213 Croatian students (mean age of 20 years). Four questionnaires were administered. The results of structural equation modeling indicated that students who perceived their teachers as providing more autonomy support experience more autonomous learning motivation which, in turn, leads to more frequent flow experiences in learning and subsequently to less burnout. The study has also significant practical implications in terms that teachers should support students’ autonomy need satisfaction and facilitate students’ academic flow in order to prevent students’ burnout.

Izvorni jezik
Engleski

Časopis indeksira:


  • Scopus


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