The relation between Finnish university students’ perceived level of study-related burnout, perceptions of the teaching–learning environment and perceived achievement motivation

Abstract

This study examined the relation between university students’ perceived level of study-related burnout (SRB) and their perceptions of the teaching–learning environment (TLE), as well as their perceived achievement motivation (AM). The data are based on a survey of nine Finnish universities in the spring of 2009. Altogether, 3035 university students completed the online survey. Results show that the more negative the students’ perceptions concerning TLE are, the higher their level of burnout is. However, the role of AM, which includes studying abilities, study success and appreciation of studies, is even more significant for the students’ well-being. University teachers should understand the phenomenon of SRB and how teaching and overall pedagogical decisions are related to stress. If the teachers’ and students’ ways of understanding these components vary significantly, this may lead to dissatisfaction and perhaps even burnout. The students have a responsibility to improve their studying skills, which would help them cope with stress, and to find self-generated or active solutions instead of reacting passively to stressful situations and tasks.