Eesti ja vene õppekeelega põhikooliõpilaste akadeemiline läbipõlemine

Aasvee, K., Liiv, K., Eha, M., Oja, L., Härm, T., & Streimann, K. (2016). Eesti kooliõpilaste tervisekäitumine: 2013/2014. õppeaasta uuringu raport. Tallinn: Tervise Arengu Instituut.

Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511–528. https://doi.org/10.1007/s10212-012-0126-5

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x

Boekaerts, M., & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 417–450). San Diego: Academic Press. https://doi.org/10.1016/B978-012109890-2/50042-1

Borman, G. D., & Overman, L. T. (2004). Academic resilience in mathematics among poor and minority students. Elementary School Journal, 104(3), 177–195. https://doi.org/10.1086/499748

Buecker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83–94. https://doi.org/10.1016/j.jrp.2018.02.007

Carey, E., Hill, F., Devine, A., & Szűcs, D. (2017). The Modified Abbreviated Math Anxiety Scale: A valid and reliable instrument for use with children. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00011

Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01787

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5

Council Recommendation (2018). Council recommendation on key competences for lifelong learning. ST 9009 2018 INIT. Brussels: Council of the European Union.

Donohoe, C., Topping, K., & Hannah, E. (2012). The impact of an online intervention (brainology) on the mindset and resiliency of secondary school pupils: A preliminary mixed methods study. Educational Psychology, 32(5), 641–655. https://doi.org/10.1080/01443410.2012.675646

Dray, J., Bartlem, K., Bowman, J., Bailey, J., Campbell, E., Wolfenden, L., … Palazzi, K. (2017). Systematic review of universal resilience-focused interventions targeting child and adolescent mental health in the school setting. Journal of the American Academy of Child and Adolescent Psychiatry, 56(10), 813–824. https://doi.org/10.1016/j.jaac.2017.07.780

Dweck, C. S., Chiu, C. S., & Hong, Y. Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6(4), 267–285. https://doi.org/10.1207/s15327965pli0604_1

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256

Eesti elukestva õppe strateegia 2020 (2014). Tallinn: Haridus- ja Teadusministeerium. Külastatud aadressil https://www.hm.ee/sites/default/files/strateegia2020.pdf.

Eesti Statistikaamet (2018). Statistika andmebaas. RV0222: Rahvastik soo, rahvuse ja maakonna järgi. Külastatud aadressil http://andmebaas.stat.ee/Index.aspx?lang=et&DataSetCode=RV0222.

Efklides, A. (2011). Interactions of metacognition with motivation and affect in selfregulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25. https://doi.org/10.1080/00461520.2011.538645

Fenwick-Smith, A., Dahlberg, E. E., & Thompson, S. C. (2018). Systematic review of resilience-enhancing, universal, primary school-based mental health promotion programs. BMC Psychology, 6(1), 6–30. https://doi.org/10.1186/s40359-018-0242-3

Garcia-Izquierdo, M., Rios-Risquez, M ., Carrillo-Garcia, C., & de los Angeles Sabuco-Tebar, E. (2018). The moderating role of resilience in the relationship between academic burnout and the perception of psychological health in nursing students. Educational Psychology, 38(1), I–XIII.

Garnefski, N., Legerstee, J., Kraaij, V., van den Kommer, T., & Teerds, J. (2002). Cognitive coping strategies and symptoms of depression and anxiety: A comparison between adolescents and adults. Journal of Adolescence, 25(6), 603–611. https://doi.org/10.1006/jado.2002.0507

Guo, Y.-F., Luo, Y.-H., Lam, L., Cross, W., Plummer, V., & Zhang, J.-P. (2018). Burnout and its association with resilience in nurses: A cross-sectional study. Journal of Clinical Nursing, 27(1/2), 441–449. https://doi.org/10.1111/jocn.13952

Haimovitz, K., & Dweck, C. S. (2016). Parents’ views of failure predict children’s fixed and growth intelligence mind-sets. Psychological Science, 27(6), 859–869. https://doi.org/10.1177/0956797616639727

HKS 2014 = Erelt, T., Kadakas, M., Kala-Arvisto, U., Kraav, I., Maanso, V., Puksand, H., Tamm, E., & Unt, I. (toim) (2014). Säilenõtkus. T. Erelt (toim), Hariduse ja kasvatuse sõnaraamat (lk 398). Tallinn: Eesti Keele Sihtasutus.

Inglehart, R., & Klingemann, H. D. (2000). Genes, culture, democracy, and happiness. In E. Diener & E. M. Suh (Eds.), Culture and subjective well-being (pp. 185–218). Cambridge: MIT Press.

Johnsen, A., Ortiz-Barreda, G., Rekkedal, G., & Iversen, A. C. (2017). Minority children and academic resilience in the Nordic welfare states. International Journal of Migration, Health and Social Care, 13(4), 374–390. https://doi.org/10.1108/IJMHSC-11-2015-0050

Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141–184. https://doi.org/10.1007/s10648-006-9012-5

Kikas, E., Aus, K., Kaldoja, M-L., Arro, G., Kivi, V., & Luptova, O. (2016). Õpetajate toetamine üldpädevuste arendamisel – intensiivkoolitusest ja selle tulemustest. – Artiklid üldpädevustest (lk 89–97). Külastatud aadressil https://oppekava.innove.ee/wp-content/uploads/sites/6/2017/03/Yldpadevuste_kontsept.pdf.

Kikas, E., Jõgi, A.-L., Palu, A., Mädamürk, K., & Luptova, O. (2016). Põhikooli matemaatika lõpueksami tausta uuringu tulemused: aruanne. Tallinn: Innove.

Kiuru, N., Aunola, K., Nurmi, J.-E., Leskinen, E., & Salmela-Aro, K. (2008). Peer group influence and selection in adolescents’ school burnout: A longitudinal study. Merrill-Palmer Quarterly, 54(1), 23–55. https://doi.org/10.1353/mpq.2008.0008

Lei, P.-W., & Wu, Q. (2007). Introduction to structural equation modeling: Issues and practical considerations. Educational Measurement: Issues & Practice, 26(3), 33–43. https://doi.org/10.1111/j.1745-3992.2007.00099.x

Leighton, A. H., & Hughes, J. M. (2005). Cultures as a causative of mental disorder. The Milbank Quarterly, 83(4), 1–22. https://doi.org/10.1111/j.1468-0009.2005.00424.x

Liston, C., McEwen, B. S., & Casey, B. J. (2009). Psychosocial stress reversibly disrupts prefrontal processing and attentional control. Proceedings of the National Academy of Sciences of the United States of America, 106(3), 912–917. https://doi.org/10.1073/pnas.0807041106

Marsella, A. J. (2010). Ethnocultural aspects of PTSD: An overview of concepts, issues, and treatments. Traumatology, 16(4), 17–26. https://doi.org/10.1177/1534765610388062

Marsella, A. J., & Yamada, A. M. (2010). Culture and psychopathology: Foundations, issues, and directions. In S. Kitayama & D. Cohen (Eds.), Handbook of cultural psychology (pp. 103–115). New York: Guilford Press.

Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267–281. https://doi.org/10.1002/pits.20149

Maslach, C. (2003). Burnout assessment. In R. Fernandez-Ballesteros (Ed.), Encyclopedia of Psychological Assessment (Vol. 1 A-M, pp. 150–154). London, Thousand Oaks, New Delhi: SAGE Publications.

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99–113. https://doi.org/10.1002/job.4030020205

Masten, A. S. (2001). Ordinary magic. Resilience processes in development. The American Psychologist, 56(3), 227–238. https://doi.org/10.1037/0003-066X.56.3.227

Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2(4), 425–444. https://doi.org/10.1017/S0954579400005812

May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42, 126–131. https://doi.org/10.1016/j.lindif.2015.07.015

Mõttus, R. (2010). Tarkus toob tervise ja pika elu: inimestevaheliste psühholoogiliste erinevuste tähendusest meditsiinis. Eesti Arst, 89(5), 330–338.

Mõttus, R., Allik, J., & Realo, A. (2011). Intelligentsuse psühholoogia. Tartu: Tartu Ülikooli Kirjastus.

OECD (2017). PISA 2015 results (Vol. III): Students’ well-being. Paris: OECD Publishing.

OECD (2018). The resilience of students with an immigrant background: Factors that shape well-being, OECD reviews of migrant education. Paris: OECD Publishing.

Okas, R. (2014). Üliõpilaste saavutuseesmärgid, õppimisstrateegiad, läbipõlemine ja nende seosed õpitulemustega (magistritöö). Tallinn: Tallinna Ülikool.

Ots, A. (2014). Õpilaste heaolu resilientsus ja mõistestruktuuri areng: erinevused kooliga rahulolu säilitamisel ebameeldivate koolikogemuste ja klassiõpetaja kasvatusstiilitaustal. Eesti Haridusteaduste Ajakiri, 2(1), 132–161. https://doi.org/10.12697/eha.2014.2.1.06

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boe kaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3

PISA (2018). PISA: koduleht. Haridus- ja Teadusministeerium. Külastatud aadressil https://www.hm.ee/et/tegevused/uuringud-ja-statistika/pisa.

Põhikooli riiklik õppekava (2018). Riigi Tea taja, RT I, 14.01.2011, 1; RT I, 14.02.2018, 8. Külastatud aadressil https://www.riigiteataja.ee/akt/114022018008.

Raven, J. (1981). Manual for Raven’s progressive matrices and mill hill vocabulary scales. Oxford: Oxford Psychologists Press.

Richards, K. A., Levesque-Bristol, C., Templin, T. J., & Graber, K. C. (2016). The impact of resilience on role stressors and burnout in elementary and secondary teachers. Social Psychology of Education, 19(3), 511–536. https://doi.org/10.1007/s11218-016-9346-x

Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83–92. https://doi.org/10.1016/j.intell.2006.05.004

Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02

Salmela-Aro, K., Kiuru, N., & Jokela, J. (2008). Does school matter? The role of school context in adolescents’ school-related burnout. European Psychologist, 13(1), 12–23. https://doi.org/10.1027/1016-9040.13.1.12

Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.-E. (2009). School burnout inventory (SBI) reliability and validity. European Journal of Psychological Assessment, 25(1), 48–57. https://doi.org/10.1027/1015-5759.25.1.48

Salmela-Aro, K., Read, S., Minkkinen, J., Kinnunen, J. M., & Rimpela, A. (2018). Immigrant status, gender, and school burnout in Finnish lower secondary school students: A longitudinal study. International Journal of Behavioral Development, 42(2), 225–236. https://doi.org/10.1177/0165025417690264

Salmela-Aro, K., Savolainen, H., & Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38(10), 1316–1327. https://doi.org/10.1007/s10964-008-9334-3

Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://doi.org/10.1177/0022022102033005003

Schommer-Aikins, M., Mau, W.-C., Hutter, R., & Brookhart, S. (2000). Understanding middle students’ beliefs about knowledge and learning using a multidimensional paradigm. Journal of Educational Research, 94(2), 120–127. https://doi.org/10.1080/00220670009598750

Soll, M., Salvet, S., & Masso, A. (2015). Changes in language policy in Estonia: Selfdescriptions of Russian-speaking students. TRAMES: A Journal of the Humanities & Social Sciences, 19(3), 221–247. https://doi.org/10.3176/tr.2015.3.02

Strenze, T. (2007). Intelligence and socioeconomic success: A meta-analytic review of longitudinal research. Intelligence, 35(5), 401–426. https://doi.org/10.1016/j.intell.2006.09.004

Zeng, G., Peng, K., & Hou, H. (2016). Effect of growth mindset on school engagement and psychological well-being of Chinese primary and middle school students: The mediating role of resilience. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01873

Zimmerman, B. J . (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego: Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7

Taub, G. E., Keith, T. Z., Floyd, R. G., & McGrew, K. S. (2008). Effects of general and broad cognitive abilities on mathematics achievement. School Psychology Quarterly, 23(2), 187–198. https://doi.org/10.1037/1045-3830.23.2.187

Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental Psychology, 50(3), 649–662. https://doi.org/10.1037/a0033898

Van de Schoot, R., Lugtig, P., & Hox, J. (2012). A checklist for testing measurement invariance. European Journal of Developmental Psychology, 9(4), 486–492. https://doi.org/10.1080/17405629.2012.686740

Vasalampi, K., Salmela-Aro, K., & Nurmi, J.-E. (2009). Adolescents’ self-concordance, school engagement, and burnout predict their educational trajectories. European Psychologist, 14(4), 332–341. https://doi.org/10.1027/1016-9040.14.4.332

Wang, J., & Wang, X. (2012). Structural equation modeling: Applications using Mplus. Chichester: Wiley & Higher Education Press. https://doi.org/10.1002/9781118356258

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805

Yeager, D. S., Johnson, R., Spitzer, B. J., Trzesniewski, K. H., Powers, J., & Dweck, C. S. (2014). The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of Personality and Social Psychology, 106(6), 867–884. https://doi.org/10.1037/a0036335

Yeager, D. S., Lee, H. Y., & Jamieson, J. P. (2016). How to improve adolescent stress responses: Insights from integrating implicit theories of personality and biopsychosocial models. Psychological Science, 27(8), 1078–1091. https://doi.org/10.1177/0956797616649604

Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), 267–301. https://doi.org/10.3102/0034654311405999

Yu, L., Shek, D. T. L., & Zhu, X. (2018). The influence of personal well-being on learning achievement in university students over time: Mediating or moderating effects of internal and external university engagement. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.02287