School Identification and School Burnout Among High School Students in Faith-Based Schools in Malaysia.

Abstract

School identification is defined as the sense of belongingness in a school, which meansvaluing school and school-related outcomes. Failure to identify with school relates to schoolwithdrawal. Therefore, studies suggest that school makes the effort in increasing studentidentification. On the other hand, school burnout refers to student's fatigue due to excessiveacademic demands. School burnout relates to absenteeism, low motivation, low achievement,and school dropouts. Schools should, therefore, address school burnout for the benefit of thestudents. This descriptive quantitative study aimed at analyzing and describing the schoolidentification and school burnout among students of two faith-based high schools in oneeastern states of Malaysia—Sabah. Correlation between school identification and schoolburnout was also investigated along with their effect size. The subjects were 170 students ofForm Four and Five, who were studying in the academic year of 2019. This study employedtwo research instruments. School identification was measured using Identification withSchool Questionnaire (ISQ) which was developed by K. Voelkl. School burnout wasmeasured using School Burnout Inventory (SBI) developed by K. Salmero-Aro, N. Kiuru, E.Leskinen, and J. Nurmi. The instruments consisted of 7 demographics and 25 Likert scaleitems. Questionnaires were translated into Bahasa Melayu. For the correlation, data analysiswas conducted using Pearson Product Moment Correlation Coefficient (Pearson’s r). Bothstatistical analysis, descriptive and inferential, were processed using SPSS. The result alsosupports previous findings on gender differences in school burnout and school identification.Pearson r test on the data for student burnout and student identification suggests a negativecorrelation. Findings suggested a couple of pointers at the disposal of school administrationto increase student’s school identification.