Hostname: page-component-6bf8c574d5-mggfc Total loading time: 0 Render date: 2025-02-17T13:43:10.637Z Has data issue: false hasContentIssue false
  • English
  • Français

Role of peer support in competitive classroom climates: Focusing on the mediation effect of academic hatred in the JD-R model

Published online by Cambridge University Press:  27 September 2021

Minyoung Lee ,
Taerim Lee  and
Sang Min Lee Open the ORCID record for Sang Min Lee [Opens in a new window]
Minyoung Lee
Affiliation:
Department of Education, Korea University, Seoul, South Korea
Taerim Lee
Affiliation:
Department of Education, Korea University, Seoul, South Korea
Sang Min Lee*
Affiliation:
Department of Education, Korea University, Seoul, South Korea
*
*Address for correspondence: Email: [email protected]
Get access

Abstract

This study aimed to verify the different effects of peer support on academic hatred depending on the levels of teachers’ academic pressure. Additionally, we examined the effects of academic hatred on academic burnout and engagement by applying the job demand-resources (JD-R) model. Data were collected from 43 classes at 8 high schools (N = 1015, 94.2% response rate, 57.3% women) in South Korea. The results of a multigroup analysis were as follows: (1) peer support served as an important resource in classrooms experiencing high teachers’ academic pressures; (2) peer support directly affected academic burnout and engagement, and reduced academic hatred; and (3) reduced academic hatred served as a mediator for lower burnout rate and increased engagement.

Keywords

Burnoutengagementacademic hatredpeer supportJD-R model
Type
Original Article
Information
Journal of Psychologists and Counsellors in Schools , Volume 33 , Issue 2 , December 2023 , pp. 221 - 232
Check for updates
Copyright
© The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abecassis, M. (2003). I hate you just the way you are: Exploring the formation, maintenance, and need for enemies. New Directions for Child and Adolescent Development, 2003, 5–22. doi: 10.1002/cd.86 CrossRefGoogle Scholar
Adams, R.E., & Laursen, B. (2007). The correlates of conflict: Disagreement is not necessarily detrimental. Journal of Family Psychology, 21, 445–458. doi: 10.1037/0893-3200.21.3.445 CrossRefGoogle Scholar
Bakker, A.B., Demerouti, E., Taris, T., Schaufeli, W.B., & Schreurs, P. (2003). A multi-group analysis of the job demands–resources model in four home care organizations. International Journal of Stress Management, 10, 16–38. http://doi.org.oca.korea.ac.kr/10.1037/1072-5245.10.1.16 CrossRefGoogle Scholar
Bakker, A.B. & Demerouti, E. (2007). The Job Demands-Resources model: state of the art. Journal of Managerial Psychology, 22, 309–328. doi: 10.1108/02683940710733115 CrossRefGoogle Scholar
Bakker, A.B., Demerouti, E., & Euwema, M.C. (2005). Job resources buffer the impact of job demands on burnout. Journal of Occupational Health Psychology, 10, 170–180. http://dx.doi.org/10.1037/1076-8998.10.2.170 CrossRefGoogle ScholarPubMed
Bakker, A.B., Hakanen, J.J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99, 274–284. http://dx.doi.org/10.1037/0022-0663.99.2.274 CrossRefGoogle Scholar
Bekker, M.H.J., Croon, M.A., & Bressers, B. (2005). Child care involvement, job characteristics, gender and work attitudes as predictors of emotional exhaustion and sickness absences. Work & Stress, 19, 221–237. doi: 10.1080/02678370500286095 CrossRefGoogle Scholar
Bong, M., Kim, H., Shin, J.Y., Lee, S., & Lee, H. (2008). Exploration of socio-cultural factors affecting Korean adolescents’ motivation. Korean Journal of Psychological and Social Issues, 14, 319–348. Retrieved from http://www.dbpia.co.kr/view/ar_view.asp?arid=2747598 Google Scholar
Brown, B.B., & Larson, J. (2009). Peer relationships in adolescents. In Steinberg, R.M.L. (Ed.), Handbook of adolescent psychology: Contextual influences on adolescent development (vol. 2, 3rd ed., pp. 74–103). John Wiley & Sons.Google Scholar
Buchanan, R., & Bowen, G.L. (2008). In the context of adult support: The influence of peer support on the psychological well-being of middle-school students. Child and Adolescent Social Work Journal, 25, 397–407. doi: 10.1007/s10560-008-0143-z CrossRefGoogle Scholar
Casuso-Holgado, M.J., Cuesta-Vargas, A.I., Moreno-Morales, N., Labajos-Manzanares, M.T., Barón-López, F.J., & Vega-Cuesta, M. (2013). The association between academic engagement and achievement in health sciences students. BMC Medical Education, 13, 33. doi: 10.1186/1472-6920-13-33 CrossRefGoogle ScholarPubMed
Cho, S.H., Lee, M.Y., Lee, J.H., & Lee, S.M. (2018). Study on academic burnout and engagement among highschool students: Applying the job demands-resources model. The Korea Educational Review, 24, 1–26. http://dx.doi.org/10.29318/KER.24.3.1 CrossRefGoogle Scholar
Choi, Y.R. (2018). The effect of social support on well-being: Focused on the mediating effect of ego-identity according to adolescent’s gender, Korea Care Management Research, 27, 5–36. http://doi.org/10.22589/kaocm.2018.27.5 Google Scholar
Cohen, S., & Wills, T.A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98, 310–357. http://doi.org.oca.korea.ac.kr/10.1037/0033-2909.98.2.310 CrossRefGoogle ScholarPubMed
Demerouti, E., Bakker, A.B., Nachreiner, F., & Schaufeli, W.B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86, 499–512. doi: 10.1037//0021-9010.86.3.499 CrossRefGoogle ScholarPubMed
Ekman, P. (1992). An argument for basic emotions. Cognition and Emotion, 6, 169–200. https://doi.org/10.1080/02699939208411068 CrossRefGoogle Scholar
Fischer, A., Halperin, E., Canetti, D. & Jasini, A. (2018). Why we hate. Emotion Review, 10, 309–320. https://doi.org/10.1177/1754073917751229 CrossRefGoogle Scholar
Garcia-Reid, P., Reid, R.J., & Peterson, N.A. (2005). School engagement among Latino youth in an urban middle school context: Valuing the role of social support. Education and Urban Society, 37, 257–275. http://doi.org/10.1177/0013124505275534 CrossRefGoogle Scholar
Hafen, C.A. (2010). Who dislikes whom: The characteristics of antipathy in adolescence [Doctoral dissertation, Florida Atlantic University]. ProQuest Digital Dissertations. (AAT 3421135)Google Scholar
Hakanen, J.J., Bakker, A.B., & Demerouti, E. (2005). How dentists cope with their job demands and stay engaged: The moderating role of job resources. European Journal of Oral Sciences, 113, 479–487. http://doi.org.ssl.oca.korea.ac.kr/10.1111/j.1600-0722.2005.00250.x CrossRefGoogle ScholarPubMed
Hobfoll, S.E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513–524. doi: 10.1037/0003-066X.44.3.513 CrossRefGoogle ScholarPubMed
Hobfoll, S.E. (2001). The influence of culture, community, and the nested-self in the stress process: Advancing conservation of resources theory. Applied Psychology: An International Review, 50, 337–370. doi: 10.1111/1464-0597.00062 CrossRefGoogle Scholar
Hobfoll, S.E. (2002). Social and psychological resources and adaptation. Review of General Psychology, 6, 307–324. doi: 10.1037//1089-2680.6.4.307 CrossRefGoogle Scholar
Hobfoll, S.E., & Shirom, A. (2001). Conservation of resources theory: Applications to stress and management in the workplace. In Golembiewski, R.T. (Ed.), Handbook of organizational behavior (pp. 57–80). Marcel Dekker.Google Scholar
Hong, S., Malik, M.L., & Lee, M.K. (2003). Testing configural, metric, scalar, and latent mean invariance across genders in sociotropy and autonomy using a non-Western sample. Educational and Psychological Measurement, 63, 636–654. doi: 10.1177/0013164403251332 CrossRefGoogle Scholar
Jeong, J.Y. (2015). Longitudinal analysis of relationships between teachers’ academic press, test stress and self-regulated learning ability. The Korea Educational Review, 21, 173–192. http://kiss.kstudy.com.oca.korea.ac.kr/thesis/thesis-view.asp?key=3339264 Google Scholar
Karasek, R., & Theorell, T. (1990). Healthy work: Stress, productivity and the reconstruction of working life. Basic Books. http://heinonline.org/HOL/Page?handle=hein.journals/labstuj20&div=30 Google Scholar
Kaplan, B.H., Cassel, J.C., & Gore, S. (1977). Social support and health. Medical Care, 1, 47–58. https://www.jstor.org/stable/3763353 CrossRefGoogle Scholar
Kim, B., Lee, B.H., Ha, G., Yang, J.Y., & Lee, S.M. (2016). Tolerance of uncertainty: Links to happenstance, career decision self-efficacy, and career satisfaction. Career Development Quarterly, 64, 140–152. doi: 10.1002/cdq.12047 CrossRefGoogle Scholar
Kim, S.B., Oh, O.S., & Kim, S.M. (2011). A phenomenological approach to experiences of an entrance examination by high school seniors. Korean Journal of Youth Studies, 18, 153–177. http://www.dbpia.co.kr/view/ar_view.asp?arid=2948849 Google Scholar
Kim, M.S. (1995). Development of the children’s Social Support Scale. Journal of the Korean Home Economics Association, 33, 1–47. http://kiss.kstudy.com.oca.korea.ac.kr/thesis/thesis-view.asp?key=146966 Google Scholar
Kim, Y.J., & Yu, S.H. (2016). A report of human rights of children and adolescents in Korea. VI (16-R11-2). National Youth Policy Institute of Korea. http://www.nypi.re.kr/brdrr/boardrrView.do?menu_nix=4o9771b7&brd_id=BDIDX_PJk7xvf7L096m1g7Phd3YC Google Scholar
Korea Institute for Curriculum and Evaluation. (2016). OECD Programme for International Students Assessment: An analysis of PISA 2015 Results (RRE 2016-2-2). http://kice.re.kr/resrchBoard/view.do?seq=204&s=kice&m=030103 Google Scholar
Kristensen, T.S., Borritz, M., Villadsen, E., & Christensen, K.B. (2005). The Copenhagen Burnout Inventory: A new tool for the assessment of burnout. Work & Stress, 19, 192–207. https://doi.org/10.1080/02678370500297720 CrossRefGoogle Scholar
Laursen, B., Bukowski, W.M., Nurmi, J.E., Marion, D., Salmela-Aro, K., & Kiuru, N. (2010). Opposites detract: Middle school peer group antipathies. Journal of Experimental Child Psychology, 106, 240–256. https://doi.org/10.1016/j.jecp.2010.03.001 CrossRefGoogle ScholarPubMed
Lee, E.H. (2009). The impact of resilient factors on the mental health of senior high school students, Mental Health & Social Work, 31, 5–27. http://www.dbpia.co.kr/view/ar_view.asp?arid=2532039 Google Scholar
Lee, J., & Lee, S.M. (2012). The development and validation of Korean Academic Engagement Inventory (KAEI). Korean Journal of Educational Methodology Studies, 24, 131–147. http://scholar.dkyobobook.co.kr.oca.korea.ac.kr/searchDetail.laf?barcode=4050026587492 Google Scholar
Lee, J., Puig, A., Lea, E., & Lee, S.M. (2013). Age-related differences in academic burnout of Korean adolescents. Psychology in the Schools, 50, 1015–1031. https://doi.org/10.1002/pits.21723 CrossRefGoogle Scholar
Lee, M. (2020). The moderating effects of social comparison styles on academic hatred [Doctoral dissertation, Korea University].Google Scholar
Lee, M., Cho, S., & Lee., S.M. (2019). A multilevel analysis of change in hatred of academic works during high school: Focusing on the sociocultural background of Korea. Journal of Psychologists and Counsellors in Schools, 29, 166–176. https://doi.org/10.1017/jgc.2019.6 CrossRefGoogle Scholar
Lee, M., & Larson, R. (2000). The Korean ‘examination hell’: Long hours of studying, distress, and depression. Journal of Youth and Adolescence, 29, 249–271.CrossRefGoogle Scholar
Lee, M., Lee, S., & Lee, S.M. (2020). Characteristics of academic hatred explained by self-determination motivation: A study of high school seniors. The Korean Journal of School Psychology, 17, 379–399.Google Scholar
Lee, S.H., & Jung, T.Y. (2014). Meaning making for the experience of retaking college entrance examination. Korean Psychological Journal of Culture and Social Issues, 20, 365–389. https://doi.org/10.1023/a:1005160717081 Google Scholar
Lee, Y.B., Lee, S.M., & Lee, J.Y. (2009). Development of Korean Academic Burnout Inventory. The Korea Educational Review, 15, 59–78. http://kiss.kstudy.com.oca.korea.ac.kr/thesis/thesis-view.asp?key=3135287 Google Scholar
Maslach, C., & Leiter, M.P. (1997). The truth about burnout: How organizations cause personal stress and what to do about it. Jossey-Bass.Google Scholar
Maslach, C., Schaufeli, W.B., & Leiter, M.P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. https://doi.org/10.1146/annurev.psych.52.1.397 CrossRefGoogle ScholarPubMed
Mead, S., Hilton, D., & Curtis, L. (2001). Peer support: A theoretical perspective. Psychiatric Rehabilitation Journal, 25, 134–141. https://doi.org/10.1037/h0095032 CrossRefGoogle ScholarPubMed
Moon, K., Kim, B., & Lee, S.M. (2018). Examining the academic demand-resource model on middle school students’ academic achievement. The Korean Journal of Educational Methodology Studies, 30, 121–146. https://doi.org/10.17927/tkjems.2018.30.1.121 Google Scholar
O’Connor, B.P., & Vallerand, R.J. (1994). Motivation, self-determination, and person-environment fit as predictors of psychological adjustment among nursing home residents. Psychology and Aging, 9, 189–194. https://doi.org/10.1037/0882-7974.9.2.189 CrossRefGoogle ScholarPubMed
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147–169. https://doi.org/10.1023/b:moem.0000032312.95499.6f CrossRefGoogle Scholar
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9 CrossRefGoogle Scholar
Pellegrini, A.D. (2007). Is aggression adaptive? Yes: Some kinds are and in some ways. In Hawley, P.H., Little, T.D., & Rodkin, P.C. (Eds.), Aggression and adaptation: The bright side to bad behavior (pp. 85–105). Lawrence Erlbaum Associates.Google Scholar
Riolli, L., & Savicki, V. (2003). Optimism and coping as moderators of the relation between work resources and burnout in information service workers. International Journal of Stress Management, 10, 235–252. https://doi.org/10.1037/1072-5245.10.3.235 CrossRefGoogle Scholar
Salmela-Aro, K., & Upadyaya, K. (2014). School burnout and engagement in the context of demands-resources model. The British Journal of Educational Psychology, 84, 137–151. https://doi.org/10.1111/bjep.12018 CrossRefGoogle ScholarPubMed
Schaufeli, W.B., & Bakker, A.B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 25, 293–315. doi: 10.1023/A:1015630930326 Google Scholar
Schaufeli, W.B., Martinez, I.M., Pinto, A.M., Salanova, M., & Bakker, A.B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-cultural Psychology, 33, 464–481. https://doi.org/10.1177/0022022102033005003 CrossRefGoogle Scholar
Schaufeli, W., Salanova, M., Gonzalez-Roma´, V., & Bakker, A.B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71–92.CrossRefGoogle Scholar
Schaufeli, W.B., & Taris, T.W. (2005). The conceptualization and measurement of burnout: Common ground and worlds apart. Work & Stress, 19, 256–262. https://doi.org/10.1080/02678370500385913 CrossRefGoogle Scholar
Schaufeli, W.B., & Taris, T.W. (2014). A critical review of the Job Demands-Resources Model: Implications for improving work and health. In G. F. Bauer & O. Hämmig (Eds.), Bridging occupational, organizational and public health (pp. 43–68). https://doi.org/10.1007/978-94-007-5640-3_4 CrossRefGoogle Scholar
Shirom, A. (2003). Job related burnout. In J.C. Quick, & L.E. Tetrick (Eds.), Handbook of occupational health psychology (pp. 245–-65). American Psychological Association. https://doi.org/10.1037/10474-012 CrossRefGoogle Scholar
Slaney, R.B., & Brown, M.T. (1983). Effects of race and socioeconomic status on career choice variables among college men. Journal of Vocational Behavior, 23, 257–269. https://doi.org/10.1016/0001-8791(83)90040-4 CrossRefGoogle Scholar
Steenkamp, J.B.E., & Baumgartner, H. (1998). Assessing measurement invariance in cross-national consumer research. Journal of Consumer Research, 25, 78–90. https://doi.org/10.1086/209528 CrossRefGoogle Scholar
Stephan, W.G., & Stephan, C.W. (2000). An integrated threat theory of prejudice. In S Oskamp (Ed.), Reducing prejudice and discrimination (pp. 23–45). Erlbaum. https://doi.org/10.1037/e567042007-001 CrossRefGoogle Scholar
Sternberg, R.J. (2005). Understanding and combating hate. In Sternberg, R.J. (Ed.), The psychology of hate (pp. 37–49). American Psychological Association.CrossRefGoogle Scholar
Wang, M.T., & Eccles, J.S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877–895. https://doi.org/10.1111/j.1467-8624.2012.01745.x CrossRefGoogle ScholarPubMed
Wentzel, K.R. (2009). Peers and academic functioning at school. In Rubin, K.H., Bukowski, W.M., & Laursen, B. (Eds.), Social, emotional, and personality development in context. Handbook of peer interactions, relationships, and groups (pp. 531–547). The Guilford Press.Google Scholar
Witkow, M., Bellmore, A., Nishina, A., Juvonen, J., & Graham, S. (2005). Mutual antipathies during early adolescence: More than just rejection. International Journal of Behavioral Development, 29, 209–218. https://doi.org/10.1080/01650250444000513 CrossRefGoogle Scholar
Zarantonello, L., Romani, S., Grappi, S., & Bagozzi, R.P. (2016). Brand hate. Journal of Product & Brand Management, 25, 11–26. https://doi.org/10.1108/JPBM-01-2015-0799 CrossRefGoogle Scholar