Abstract
Academic engagement has recently been attracting attention as a factor that contributes to success in language learning. Academic burnout is considered to be the opposing factor of academic engagement, however there are very few studies that focus on burnout in the context of language learning. Therefore, the aim of this study was to explore the relationship between academic engagement and burnout in the context of the native language (Japanese) and a foreign language (i.e., English). The research method used was a questionnaire survey, and the participants were one hundred twenty-two Japanese university students. The same questionnaire items for academic engagement (agentic engagement, emotional engagement, cognitive engagement, and behavioral engagement) and burnout (exhaustion, cynicism, and sense of inadequacy) were administered twice to all participants, once for the Japanese context (native language) and once for the English context. The results showed that (1) most of the four types of academic engagement were negatively correlated with three types of burnout subscales. However, (2) the patterns of correlation were somewhat different between the native language context and the foreign language context. In addition, when looking at the correlations of academic engagement between the native language and foreign language contexts, there were many subscales that showed high correlations, and when looking at the correlations of burnout, the correlations were also quite strong for each context. In this presentation, we will discuss the relationship between academic engagement and burnout in each learning context in depth based on these results.
Author Information
Kristopher McEown, The University of Tokyo, Japan
James Ellinger, Nippon Medical School, Japan
Maya McEown, Waseda University, Japan
Rieko Nishida, Osaka University, Japan
Comments
Powered by WP LinkPress