How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement

By Marisa Salanova, Wilmar B. Schaufeli, I. Martínez, Edgar Breso. Anxiety, Stress, & Coping, 2010

598 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/0ec1458d8900be4dbc2ba738a17aa2b58dde868a

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In Clinical Psychology

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Citations in the corpus

Share, like, twitter, and connect: Ecological momentary assessment to examine the relationship between non-work social media use at work and work engagement (2018, methodology): “variable on an hourly self-reported level, we assessed work engagement as a precursor for employees’ task performance (e.g. Hakanen et al., 2008; Salanova et al., 2010).”
Academic performance of first-year university students: the influence of resilience and engagement (2018, background): “in terms of past academic performance (Salanova et al., 2009); on the other hand, they supported previous findings insofar as gender influenced academic performance and it was higher in females than in males (Pirmohamed et al.”
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021, background): “The distress students experience in these activities ‘ may take wither the more general form of anxiety or depression, or the more speci ﬁ c form of study burnout ’ (Salanova et al. 2010, 53).”
A structural model of student well-being (2014, background): “Burnout is characterised by exhaustion and a cynical and detached attitude towards studies, associated with high study demands and a lack of resources (Aypay & Eryilmaz, 2011; Dahlin, Joneborg, & Runeson, 2007; Salanova et al., 2010).”
Students’ perceptions of their preparedness for transition to work after graduation (2018, background): “Engaged students are more goal oriented and tend to achieve higher levels of performance, in both the study context (Bakker et al., 2014; Costa et al., 2014; Salanova et al., 2010) and the work context (Bakker et al., 2012; Christian et al., 2011; Zepke and Leach, 2010).”
Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement (2011, background): “It was maintained that from a psychological point of view, students’ core activities can be considered as ‘work’ (Salanova, Schaufeli, Martinez, & Breso, 2010 ).”
Psychological Well-Being and Resilience as Predictors of First-Year Students' Academic Performance (2013, background): “Similarly, in a learning and academic setting, engagement, sometimes referred to as study engagement (Salanova et al., 2009), is described as a measure of student involvement with university studies, representing the amount of physical and psychological energy that the student devotes to the academi”