อิทธิพลการรับรู้ความสามารถของตนเอง การสนับสนุนทางสังคม ภาระงานวิชาเรียน และความเป็นธรรมในการทำนายความเหนื่อยหน่ายในการเรียนภาษาอังกฤษ
Article Sidebar
Main Article Content
บทคัดย่อ
การวิจัยนี้มีวัตถุประสงค์เพื่อศึกษาความสัมพันธ์ระหว่างปัจจัยด้านการรับรู้ความสามารถของตนเอง การสนับสนุนทางสังคม ภาระงานวิชาเรียน และความเป็นธรรม กับความเหนื่อยหน่ายในการเรียนภาษาอังกฤษ ของนักศึกษาระดับปริญญาตรี เพื่อพัฒนาและตรวจสอบความตรงของโมเดลเชิงสาเหตุที่ส่งผลต่อความเหนื่อยหน่ายในการเรียนภาษาอังกฤษของนักศึกษาระดับปริญญาตรี และเพื่อตรวจสอบความสอดคล้องของโมเดลเชิงสาเหตุที่สร้างขึ้นกับข้อมูลเชิงประจักษ์ กลุ่มตัวอย่างประกอบด้วยนักศึกษาระดับปริญญาตรี มหาวิทยาลัยเกษตรศาสตร์ วิทยาเขตศรีราชา จำนวน 400 คน ใช้วิธีการสุ่มกลุ่มตัวอย่างแบบแบ่งชั้น เก็บรวบรวมข้อมูลโดยใช้แบบสอบถาม วิเคราะห์ความสอดคล้องของโมเดลกับข้อมูลเชิงประจักษ์โดยใช้การวิเคราะห์โมเดลสมการโครงสร้างแบบโมเดลมิมิค (Multiple Indicators and Multiple Causes (MIMIC) Model) ด้วยโปรแกรม LISREL 8.8 ผลการวิจัยพบว่า โมเดลที่พัฒนาขึ้นมีความสอดคล้องกับข้อมูลเชิงประจักษ์ ซึ่งตัวแปรทำนายทั้งหมดส่งผลต่อความเหนื่อยหน่ายในการเรียนภาษาอังกฤษ โดยมีค่าดัชนีวัดความสอดคล้องของข้อมูล x2 = 1.36 x2/df = 0.45, p-value = 0.72, df = 3, RMSEA = 0.00, SRMR = 0.00, NFI = 1.00, NNFI = 1.00, GFI = 0.99, AGFI = 0.99 ปัจจัยทั้ง 4 สามารถร่วมกันอธิบายความแปรปรวนของความเหนื่อยหน่ายในการเรียนภาษาอังกฤษได้ร้อยละ 38
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Adams, J. S. (1965). Inequity in social exchange. In Advances in Experimental Social Psychology. (Vol. 2, pp. 267-299). Academic Press.
Alavi, S. A., & Abbasnia, S. (2014). Motivation and motivation-related factors and their relationship with burnout and engagement: A study of Iranian EFL learners. International Journal of Research Studies in Language Learning, 3(5), 107-120.
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101-126. doi:10.1007/s10648-013-9244-0
Akbari, R., & Eghtesadi Roudi, A. (2020). Reasons of burnout: The case of Iranian English language teachers. Psychological Studies, 65(2), 157-167.
Apple, M. T., Falout, J., & Hill, G. (2020). The relationship between future career self images and English achievement test scores of Japanese STEM students. IEEE Transactions on Professional Communication, 63(4), 372-385. doi:10.1109/TPC.2020.3029662
Awada, G., Burston, J., & Ghannage, R. (2020). Effect of student team achievement division through WebQuest on EFL students’ argumentative writing skills and their instructors’ perceptions. Computer Assisted Language Learning, 33(3), 275-300.
Bandura, A., & McClelland, D. C. (1977). Social Learning Theory (Vol. 1). Prentice Hall.
Bakker, A. B., Westman, M., & Schaufeli, W. B. (2007). Crossover of burnout: An experimental design. European Journal of Work and Organizational Psychology, 16(2), 220-239.
Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511-528.
Blau, P. (2017). Exchange and Power in Social Life. Routledge. Blom, V. (2012). Contingent self-esteem, stressors and burnout in working women and men. Work, 43(2), 123-131.
Caplan, G. (1975). The family as a support system. In Caplan, G., Killilea, M. (Eds.), Support System and Mutual Help: Multidisciplinary Explorations (pp.19-36). Cherniss, C. (1992). Long‐term consequences of burnout: An exploratory study. Journal of Organizational Behavior, 13(1), 1-11.
Cherniss, C. (1993). Role of professional self-efficacy in the etiology and amelioration of burnout. In W. B. Schaufeli, C. Maslach, & T. Marek (Eds.), Series in applied psychology: Social issues and questions. Professional Burnout: Recent Developments in Theory and Research (pp. 135-149). Taylor & Francis.
Chen, X., Lake, J., & Padilla, A. M. (2021). Grit and motivation for learning English among Japanese university students. System, 96, 102411.
Chinachot, P. & Chantuk, T. (2015). Propose policy to develop teaching and learning process with knowledge management to reduce study-related burnout of students. Veridian E-Journal, Silpakorn University (Humanities, Social Sciences and Arts), 8(2), 864-876.
[in Thai]
Crosthwaite, P. R., Bailey, D. R., & Meeker, A. (2015). Assessing in-class participation for EFL: considerations of effectiveness and fairness for different learning styles. Language Testing in Asia, 5(1), 9.
Dahlin, M., Joneborg, N., & Runeson, B. (2007). Performance-based self-esteem and burnout in a cross-sectional study of medical students. Medical Teacher, 29(1), 43-48.
de la Fuente, J., Martínez-Vicente, J. M., Peralta-Sánchez, F. J., Garzón-Umerenkova, A., Vera, M. M., & Paoloni, P. (2019). Applying the SRL vs. ERL theory to the knowledge of achievement emotions in undergraduate university students. Frontiers in Psychology, 10, 2070.
de la Fuente, J., Lahortiga-Ramos, F., Laspra-Solís, C., Maestro-Martín, C., Alustiza, I., Aubá, E., & Martín-Lanas, R. (2020). A structural equation model of achievement emotions, coping strategies and engagement-burnout in undergraduate students: a possible underlying mechanism in facets of perfectionism. International Journal of Environmental Research and Public Health, 17(6), 2106.
Dyrbye, L. N., Thomas, M. R., Power, D. V., Durning, S., Moutier, C., Massie Jr, F. S., Harper, W., Eacker, A., Szydlo, D. W., Sloan, J. A., & Shanafelt, T. D. (2010). Burnout and serious thoughts of dropping out of medical school: a multi-institutional study. Academic Medicine, 85(1), 94-102.
EF English Proficiency Index. (2021). EF English Proficiency Index 2021 (Thailand). https://www.ef.com/wwen/epi/regions/asia/thailand/
Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221.
Freudenberger, H. J., & Richelson, G. (1980). Burn Out: The High Cost of Success-and How to Cope with It. Arrow.
George, D. & Mallery, P. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference 18.0 Update. Prentice Hall Press.
Ghaith, G. M. (2002). The relationship between cooperative learning, perception of social support, and academic achievement. System, 30(3), 263-273.
Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64(5), 1461-1474.
Greenberg, J. (1987). A taxonomy of organizational justice theories. Academy of Management Review, 12(1), 9-22.
Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional and motivational model. Child Development, 65(1), 237-252.
Guay, F., & Vallerand, R. J. (1996). Social context, student's motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1(3), 211-233.
Guay, F., Boivin, M., & Hodges, E. V. (1999). Predicting change in academic achievement: A model of peer experiences and self-system processes. Journal of Educational Psychology, 91(1), 105.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate Data Analysis (8th Edition). Cengage Learning EMEA.
Hallsten, L. (1993). Burning out: A framework. In W. B. Schaufeli, C. Maslach, & T. Marek (Eds.), Series in Applied Psychology: Social issues and questions. Professional Burnout: Recent Developments in Theory and Research (pp. 95–113). Taylor & Francis.
Hobfoll, S. E., & Freedy, J. (1993). Conservation of Resources: A General Stress Theory Applied to Burnout.
Hymel, S., Comfort, C., Schonert-Reichl, K., & McDougall, P. (1996). Academic failure and school dropout: The influence of peers. In Juvonen, J., Wentzel, K. R. (Eds.), Social Motivation: Understanding Children’s School Adjustment (pp. 313-345). Cambridge University Press.
Intakaew, A. & Akkarapattanawong, A. (2017). A study of burnout in studying English of undergraduate students of Rajapark Institute. Rajapark Journal, 11(24). [in Thai]
Jackson, S. E., Schwab, R. L., & Schuler, R. S. (1986). Toward an understanding of the burnout phenomenon. Journal of Applied Psychology, 71(4), 630-640.
Jacobs, S. R., & Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of College Student Development, 44(3), 291-303.
Jahedizadeh, S., Ghanizadeh, A., & Ghonsooly, B. (2016). The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 16.
Jane Ra, J. (2019). Exploring the spread of English language learning in South Korea and reflections of the diversifying sociolinguistic context for future English language teaching practices. Asian Englishes, 21(3), 305-319.
Johnson, E. E. (1978). Student-identified Stresses that Relate to College Life. ERIC Document Reproduction Service No. ED 170 630.
Jones, G. R. (1986). Socialization tactics, self-efficacy, and newcomers' adjustments to organizations. Academy of Management Journal, 29(2), 262-279.
Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8: User's Reference Guide. Scientific Software International.
Keith, P. B., & Keith, T. Z. (1993). Does parental involvement inflence academic achievement of American middle school youth? In Smit,
F., Van Esch, W., Walberg, H. J. (Eds.), Parental Involvemet in Education (pp. 205-209). Institute of Applied Social Sciences.
Korhonen, J., Tapola, A., Linnanmäki, K., & Aunio, P. (2016). Gendered pathways to educational aspirations: The role of academic self-concept, school burnout, achievement and interest in mathematics and reading. Learning and Instruction, 46, 21-33.
Kerdphol, S., Phattharayuttawat, S. & Singhakant, S. (2019). Factors related to academic burnout among graduate students in one government university. The Journal of Prapokklao Hospital Clinical Medical Education Center, 36(1), 16-24. [in Thai]
Kuittinen, M., & Meriläinen, M. (2011). The effect of study-related burnout on student perceptions. Journal of International Education in Business, 4(1), 42-62.
Li, J., Han, X., Wang, W., Sun, G., & Cheng, Z. (2018). How social support influences university students' academic achievement and emotional exhaustion: The mediating role of self-esteem. Learning and Individual Differences, 61, 120-126.
Lerthattasilp, T. (2011). Burnout among psychiatrists in Thailand: National survey. Journal of the Psychiatric Association of Thailand, 56(4), 437-48. [in Thai]
Luo, Y., Deng, Y., & Zhang, H. (2020). The influences of parental emotional warmth on the association between perceived teacher–student relationships and academic stress among middle school students in China. Children and Youth Services Review, 114, 105014.
Marôco, J., Assunção, H., Harju-Luukkainen, H., Lin, S. W., Sit, P. S., Cheung, K. C., Maloa, B., Stepanovic llic, I., Smith, T. J., & Campos, J. A. (2020). Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout?. PloS One, 15(10), e0239816.
Maslach, C., & Leiter, M. P. (2008). The Truth about Burnout: How Organizations Cause Personal Stress and What to Do About It. John Wiley & Sons.
Matthews, G., Deary, I. J., & Whiteman, M. C. (2003). Personality Traits. Cambridge University Press.
Meier, S. T., & Schmeck, R. R. (1985). The burned-out college student: A descriptive profile. Journal of College Student Personal, 26(1), 63-69.
Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599-610.
Nazar, N., Österman, K., & Björkqvist, K. (2020). School burnout and its psychological concomitants among students from three school types in Pakistan. Eurasian Journal of Medical Investigation, 4, 187-194.
Office of the Education Council (ONEC). (2017). Summary of the 13th OEC Forum "Transforming education in the digital age".
Office of the Education Council (ONEC). (2018). Council for Education Dialogue 2016-2017: Role of Thai Education in the Thailand 4.0. Prikwarn Graphic.
Office of the Education Council (ONEC). (2019). Thai Educational Competency in the International IMD Stage 2019. 21 Century.
Orth, U., Robins, R. W., Trzesniewski, K. H., Maes, J., & Schmitt, M. (2009). Low self-esteem is a risk factor for depressive symptoms from young adulthood to old age. Journal of Abnormal Psychology, 118(3), 472.
Ortiz, A. A., Wilkinson, C. Y., Robertson-Courtney, P., & Kushner, M. I. (2006). Considerations in implementing intervention assistance teams to support English language learners. Remedial and Special Education, 27(1), 53-63.
Paidar, F., Amirhooshangi, A., & Taghavi, R. (2017). Gender differences in students’ mathematics self-concept and academic burnout. International Journal of School Health, 4(1), 1-6.
Palmer, A., & Rodger, S. (2009). Mindfulness, stress, and coping among university students. Canadian Journal of Counselling and Psychotherapy, 43(3), 198-212.
Peng, S. S., & Lee, R. M. (1992). Home variables, parent-child activities, and academic achievement: A study of 1988 eighth graders. In Annual Meeting of the American Educational Research Association, San Francisco.
Polit, D. F., & Beck, C. T. (2012). Gender bias undermines evidence on gender and health. Qualitative Health Research, 22(9), 1298.
Pongpanich, N. (2011). A study of problems in English speaking in speech communication of management sciences students, Kasetsart University, Sriracha Campus: October 2007 to September 2008. Manutsayasat Wichakan, 18(1), 85-97. [in Thai]
Puranitee, P., Saetang, S., Sumrithe, S., Busari, J. O., van Mook, W. N., & Heeneman, S. (2019). Exploring burnout and depression of Thai medical students: The psychometric properties of the Maslach Burnout Inventory. International Journal of Medical Education, 10, 223.
Rahmati, Z. (2015). The study of academic burnout in students with high and low level of self-efficacy. Procedia-Social and Behavioral Sciences, 171, 49-55.
Rahimi, M., & Karkami, F. H. (2015). The Role of Teachers' Classroom Discipline in Their Teaching Effectiveness and Students' Language Learning Motivation and Achievement: A Path Method. Iranian Journal of Language Teaching Research, 3(1), 57-82.
Ramist, L. (1981). College Student Attrition and Retention. College Board Report No. 81-1.
Robins, T. G., Roberts, R. M., & Sarris, A. (2018). The role of student burnout in predicting future burnout: Exploring the transition from university to the workplace. Higher Education Research & Development, 37(1), 115-130.
Ruankam, T., & Chuenchaichon, Y. (2016). A survey of perceptions of English for specific purposes at Bungphra Commercial College, Phitsanulok. Lampang Rajabhat University Journal, 5(2), 77-94.
Salmela-Aro, K., Kiuru, N., Pietikäinen, M., & Jokela, J. (2008). Does school matter? The role of school context in adolescents' school-related burnout. European Psychologist, 13(1), 12.
Schaufeli, W. B., Maslach, C., & Marek, T. (1993). Professional Burnout: Recent developments in theory and research. Taylor & Francis.
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92.
Schumacker, R. E. & Lomax, R. G. (2016). A Beginner’s Guide to Structural Equation Modeling (4th Edition). Routledge.
Schwab, R. L., & Iwanicki, E. F. (1982). Perceived role conflict, role ambiguity, and teacher burnout. Educational Administration Quarterly, 18(1), 60-74.
Song, J., Bong, M., Lee, K., & Kim, S.-i. (2015). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology, 107, 821-841.
Stajkovic, A. D., & Luthans, F. (1998). Social cognitive theory and self-efficacy: Goin beyond traditional motivational and behavioral approaches. Organizational Dynamics, 26(4), 62-74.
Sveinsdóttir, H., Flygenring, B. G., Svavarsdóttir, M. H., Thorsteinsson, H. S., Kristófersson, G. K., Bernharðsdóttir, J., & Svavarsdóttir, E. K. (2021). Predictors of university nursing students burnout at the time of the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 106, 105070.
Taylor, S. E., Welch, W. T., Kim, H. S., & Sherman, D. K. (2007). Cultural differences in the impact of social support on psychological and biological stress responses. Psychological Science, 18(9), 831-837.
Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental Psychology, 50(3), 649.
Vatankhah, M., & Tanbakooei, N. (2014). The role of social support on intrinsic and extrinsic motivation among Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98, 1912-1918.
Vaux, A. & Harison, D. (1986). Support network characteristics associated with support satisfaction and perceived support. American Journal of Community Psychology, 13(3), 245-268.
Villanova, P., & Bownas, D. A. (1984). Dimensions of College Student Stress. ERIC Document Reproduction Service No. ED 262 690.
Virtanen, T. E., Lerkkanen, M. K., Poikkeus, A. M., & Kuorelahti, M. (2018). Student engagement and school burnout in Finnish lower-secondary schools: Latent profile analysis. Scandinavian Journal of Educational Research, 62(4), 519-537.
Woothiwongsa, N. (2014). Motivational strategies: Enhancing English language skills. Executive Journal, 34(1), 89-97. [in Thai]
Yang, H.-J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development, 24(3), 283-301. https://doi.org/10.1016/j.ijedudev.2003.12.001
Zhu, F., Sun, M., & Sun, X. (2020). Influencing factors of construction professionals’ burnout in China: a sequential mixed-method approach. Engineering, Construction and Architectural Management, 27(10), 3215-3233.