Distinct Roles of Relatedness Satisfaction and Frustration in Predicting Adolescent Students' Academic Outcomes and School Burnout (Poster 24)

• In Event: AERA Poster Session Twelve
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

We examined whether relatedness satisfaction and frustration could be empirically distinguished and had different predictive relationships with students’ academic outcomes and school burnout. Results based on a group of 1639 Chinese adolescent students revealed that relatedness satisfaction and frustration were two distinguishable constructs and demonstrated distinct predictive utility. In specific, relatedness satisfaction significantly predicted persistence, which in turn leads to higher achievement. In contrast, relatedness frustration significantly predicted procrastination, which leads to higher school burnout. Relatedness frustration also significantly predicted school burnout directly. Findings of the present study highlight the importance of differentiating relatedness satisfaction and frustration when predicting students’ academic functioning.

Authors

• Shiyuan Li, East China Normal University
  Presenting Author

• Yi Jiang, East China Normal University
  Non-Presenting Author