engleski

The role of motivation and academic social context in study-related flow and burn-out

The aim of the study was to explore the role of motivation and academic social context in study- related flow and burn-out from the self- determination theory standpoint. Four questionnaires were administered to 213 students from University of Zagreb: Learning Climate Questionnaire (LCQ, Williams & Deci, 1996), Study related flow inventory (modified WOLF, Bakker, 2008), Self-Regulation Questionnaire – Academic Domain (SRQ-A ; Ryan i Connell, 1989) and Study- related Burnout Inventory (modified OLBI, Demereuti, et al. 2010). It was hypothesized that higher perceived autonomy would positively predict the more autonomous types of motivation which will in turn be related to more frequent study-related flow and less study-related burnout. In order to evaluate how closely a theoretical model fits an actual data set Structural Equation Modeling (SEM) techniques were used to test the proposed model. The results of the study suggest that students who perceived their teachers as providing more autonomy support are likely to experience more study related flow and less study related burnout. Second, autonomy support from teachers was a significant predictor of students’ autonomous learning motivation. Also, students’ autonomous learning motivation partially mediated the relation of autonomy support from teachers to their own study related experiences of flow and burnout. The study has significant implications for educational theory and practice.

flow; burn-out; learning climate; learning motivation; self-determination theory

nije evidentirano