Student teachers’ proactive strategies and experienced learning environment for reducing study-related burnout

Sanna Väisänen, Janne Pietarinen, Kirsi Pyhältö, Auli Toom, Tiina Soini

Research output: Contribution to journalArticleScientificpeer-review

Abstract

The study aims to gain a better understanding of the interrelation and the development of student teachers’ proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether, 270 primary school student teachers completed the survey. The data was analyzed by using Structural Equation Modeling (SEM). Results showed that the self-regulative strategy adopted by student teachers promoted the use of co-regulative strategy. Co-regulative strategy use in turn contributed to the perceived fit between the student teacher and the learning environment, and further, reduced study-related burnout. Moreover, student teachers’ ability to utilize proactive self-regulative strategies to buffer potential stressors in advance, i.e., an ability to manage one’s own study pace in the direction of well-being, was effective in reducing the risk of developing burnout. Results also showed that both the key determinants for reducing study-related burnout, i.e., proactive strategies and experienced learning environment, and the study-related burnout symptoms themselves were relatively stable.
Original languageEnglish
JournalJournal of Education and Learning
Volume7
Issue number1
Pages (from-to)208-222
Number of pages15
ISSN1927-5250
DOIs
Publication statusPublished - 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

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