“We’re all far more burnt out than we realize”: An exploratory analysis of academic achievement and the effects of Covid-19 burnout and achievement goal orientation

Poulis, Oksana A

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https://hdl.handle.net/2142/120167 Copy

Description

Title

“We’re all far more burnt out than we realize”: An exploratory analysis of academic achievement and the effects of Covid-19 burnout and achievement goal orientation

Author(s)

Poulis, Oksana A

Issue Date

2023-05-03

Director of Research (if dissertation) or Advisor (if thesis)

Hopson, Rodney K

Committee Member(s)

• Kern, Justin L
• Cromley, Jennifer G

Department of Study

Educational Psychology

Discipline

Educational Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• burnout
• academic achievement
• achievement goal orientation
• COVID-19

Abstract

The aim of this study was to analyze the effects of burnout and achievement goal orientation on Graduate students’ academic achievement through use of Burnout Inventory measures, while identifying the components which have been exacerbated through the abrupt transition to fully remote learning. Participants (N= 45) took a Demographic, Burnout and Achievement Goal Orientation survey through use of Qualtrics in order to measure their feelings of burnout and goal orientation while learning remotely and/or hybrid during COVID-19 and onward. Principal component analyses were used to create a composite score of achievement, including various graduate program milestones. Linear regression analyses were used to analyze relationships between burnout and achievement goal orientation variables. The results revealed that there was no significant relationship of burnout on academic achievement, nor a moderating effect of program year and degree track. Though all four types of achievement goal orientations did have a relationship with academic achievement, the Sobel Test found no significant mediation effect for the model. Future research for this study includes possible qualitative survey addition, longitudinal analysis, and analyzing relationships between student’s generational status in education.

Graduation Semester

2023-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/120167

Copyright and License Information

Copyright 2023 Oksana Poulis

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