Coping Flexibility and Locus of Control as Predictors of Burnout among Chinese College Students

By Yiqun Gan, Jiayin Shang, Yiling Zhang. 2007

131 citations recorded by the source corpus.

The study compared the predictive value of locus of control and coping flexibility on student burnout. Two hundred and seventy-three Chinese university students completed the Chinese version of the Maslach Burnout Inventory - Student Survey (MBI-SS; Schaufeli, Martinez, Marques-Pinto, Salanova, & Bakker, 2002), the Coping Flexibility Inventory (CFI; Zhang, Gan, & Zhang, 2005), and Rotter’s Internal-External Scale (1966). Results indicated that the construct of coping flexibility was composed of perceived controllability and strategysituation fit, which negatively predicted burnout. Coping flexibility accounted for significant incremental variance beyond locus of control in predicting the three dimensions of burnout. The results provided evidence for the advantage of a person-situation interactional construct in predicting behavior, compared to its personality counterpart.

Subfields: General Health Professions, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/39ce0fb40b2303335cb235a8a09ed95e2d6ea406

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Health Professions

1. Julian Childs
2. Jennifer A. Hayward
3. Joachim Stoeber
4. Alexandra R Feast

In Organizational Behavior and Human Resource Management

1. Julian Childs
2. Joachim Stoeber

In Social Psychology

1. Joachim Stoeber
2. Julian Childs
3. Jennifer A. Hayward
4. Alexandra R Feast
5. A. Hill

Citations in the corpus

• Passion and motivation for studying: predicting academic engagement and burnout in university students (2011, background): “Studies investigating how the three aspects of academic engagement, proposed by Schaufeli and colleagues, relate to university students’ academic and psychological adjustment found that all three aspects of engagement were associated with higher levels of academic performance (Schaufeli, Martinez, e”