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A multilevel analysis of change in hatred of academic work during high school: focusing on the sociocultural background of Korea

Published online by Cambridge University Press:  12 April 2019

Minyoung Lee ,
Soohyun Cho  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
Soohyun Cho
Affiliation:
Department of Education, Keimyung University, Daegu, South Korea
Sang Min Lee*
Affiliation:
Department of Education, Korea University, Seoul, South Korea
*
*Corresponding author. Email: leesang@korea.ac.kr
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Abstract

Development of academic hatred was examined at four time points across 7 months among 1,015 South Korean high school students. A multilevel growth model showed that the baseline of, and change in, academic hatred varied across individuals and classrooms. At the individual level, gender, parents’ academic pressure, depression, and test anxiety were related to the initial level of academic hatred; gender and test anxiety were associated with a decrease in academic hatred over time. At the class level, lower socio-economic status and higher teachers’ autonomy support were associated with a lower baseline of academic hatred, and higher teachers’ autonomy support decreased academic hatred. Influence mechanisms of protective and risk factors on students’ academic hatred can be considered for strategic and policy interventions.

Keywords

academic burnoutacademic hatredmultilevel latent growth modelacademic pressureautonomy supportdepression and test anxiety
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 29 , Issue 2 , December 2019 , pp. 166 - 176
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Copyright
© The Author(s) 2019. Published by Cambridge University Press 

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