Abstract
Previous research investigating student burnout relating to undergraduate students discovered that burnout has detrimental effects on academic performance and engagement (Schaufeli, Martinez, Pinto, Salanova, & Bakker, 2002). The purpose of this research was to extend the research on undergraduate student burnout by investigating its relationships with interest, engagement, and in-class oral participation. Participants were 120 undergraduate students enrolled at a small Midwestern university. Results indicated that all three dimensions of student burnout were negatively related to emotional interest and cognitive interest. With regard to student engagement: (a) diminished efficacy was negatively related to all four types of student engagement; (b) cynicism was negatively related to silent in-class engagement and thinking about the course content; and (c) exhaustion was negatively related only to thinking about the course content. Finally, students’ in-class oral participation was negatively related to their exhaustion and diminished efficacy, and not related to their level of cynicism.
Journal Title
Iowa Journal of Communication
Volume
52
Issue
1
First Page
8
Last Page
23
Language
en
File Format
application/pdf
Recommended Citation
Atkinson, Jordan; Donato, Mary E.; Smith, Elijah; and Cornley, Gannon III
(2020)
"Investigating Relationships Between Student Burnout and Classroom Communication Behavior,"
Iowa Journal of Communication: Vol. 52:
No.
1, Article 4.
Available at:
https://scholarworks.uni.edu/ijc/vol52/iss1/4
Copyright
©2020 Iowa Communication Association
