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The mediating effect of introjected motivation on the relation between perfectionism and academic burnout

Published online by Cambridge University Press:  15 July 2020

Hyunju Choi
Affiliation:
Department of Education, University of Ulsan, Ulsan, South Korea
Soohyun Cho
Affiliation:
Department of Education, Keimyung University, Daegu, South Korea
Jiwon Kim
Affiliation:
Department of Rehabilitation and Counselor Education, University of Iowa, Iowa City, Iowa, USA
Eunjoo Kim
Affiliation:
Department of Education, College of Education, Seoul, Korea University
Jihyun Chung
Affiliation:
Department of Education, College of Education, Seoul, Korea University
Sang Min Lee*
Affiliation:
Department of Education, College of Education, Seoul, Korea University
*
*Corresponding author. Email: leesang@korea.ac.kr
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Abstract

Maladaptive perfectionism and controlled motivation are vulnerability factors for burnout. This study examined the relationships between two aspects of perfectionism (high standards, discrepancy), four academic motivational orientations (intrinsic, identified, introjected, extrinsic), and academic burnout. The target population was 12th graders in South Korea, and a total of 950 participants were recruited using cluster sampling. Data were collected from three waves of longitudinal study. In particular, the mediating role of academic motivation (T2) in the link between perfectionism (T1) and academic burnout (T3) was tested using structural equation modelling. The results indicated that introjected motivation mediated the relationship between perfectionism and burnout. Specifically, both high standards and discrepancy were positively associated with introjected motivation, and in turn, introjected motivation was positively associated with burnout. The theoretical and practical implications of these findings are discussed.

Type
Original Article
Copyright
© The Author(s) 2020. Published by Cambridge University Press

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