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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: leesang@korea.ac.kr
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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

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Type
Original Article
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Journal of Psychologists and Counsellors in Schools , Volume 33 , Issue 2 , December 2023 , pp. 221 - 232
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© The Author(s), 2021. Published by Cambridge University Press

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