Running Head: ENGAGEMENT and BURNOUT PROFILES

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engagement and burnout PROFILES

Running head: engagement and burnout PROFILES

Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes

Heta Tuominen-Soinia and Katariina Salmela-Arob

a Institute of Behavioural Sciences, University of Helsinki, Finland

b Helsinki Collegium for Advanced Studies, University of Helsinki and

Department of Psychology, University of Jyväskylä, Finland

Date of submission: June 14, 2013

Manuscript number: 2012-1428-RR

Supplemental material

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engagement and burnout PROFILES

Online Appendix A

Standardized Factor Loadings and Residual Variances for the Measurement Model (Time 1 and Time 2)

Note. ENG = engagement; EXH = exhaustion; CYN = cynicism; INAD = inadequacy. At Time 2, error covariances between three pairs of similarly worded items were freed: 1 = Items 1 (“At school I am bursting with energy”) and 4 (“I feel strong and vigorous when I am studying”); 2 = Items 6 (“When I am working at school, I forget everything else around me”) and 9 (“I feel happy when I am working intensively at school”); 3 = Items 7 (“My schoolwork inspires me”) and 9 (“I feel happy when I am working intensively at school”).

Online Appendix B

Average Latent Class Probabilities for Most Likely Latent Class Membership by Latent Class (Time 1 and Time 2)

Note. Values for Time 1 and Time 2 are separated by slash. Values in italics represent the average posterior probability associated with the clusters to which persons were assigned.

Online Appendix C

Configural Frequency Analysis on Group, Year of Study, and Gender (Time 1)

Note. Y = Year of study (1 = first year, 2 = third year); Gr = Group (1 = cynical, 2 = engaged, 3 = engaged–exhausted, 4 = burned-out); Ge = Gender (1 = girl, 2 = boy). A = antitype; T = type.

Online Appendix D

Configural Frequency Analysis on Group and Educational Aspirations (Time 1)

Note. G = Group (1 = cynical, 2 = engaged, 3 = engaged–exhausted, 4 = burned-out); E = Educational aspirations (1 = university degree, 2 = polytechnic degree, 3 = upper secondary degree). A = antitype; T = type.

Online Appendix E

Configural Frequency Analysis of Time 1 Group and Time 2 Educational Outcomes (First Year Students)

Note. G = Time 1 group (1 = cynical, 2 = engaged, 3 = engaged–exhausted, 4 = burned-out); E = Time 2 educational outcome (1 = studying in a university, 2 = studying in a polytechnic, 3 = studying in upper secondary level education, 4 = not in education at the moment). A = antitype; T = type.

Online Appendix F

Configural Frequency Analysis of Time 1 Group and Time 2 Educational Outcomes (Third Year Students)

Note. G = Time 1 group (1 = cynical, 2 = engaged, 3 = engaged–exhausted, 4 = burned-out); E = Time 2 educational outcome (1 = studying in a university or a university degree completed, 2 = studying in a polytechnic or a polytechnic degree completed, 3 = studying in another upper secondary level education or more than one upper secondary degrees completed, 4 = one upper secondary level degree completed, not in education at the moment). A = antitype; T = type.

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engagement and burnout PROFILES

Online Appendix G

Summary Statistics for Two-Way (Group × Status) ANOVAs (Time 2)

Note. 1 Participants who were predominantly studying (M = 3.12, SD = 1.06) scored higher on exhaustion than those who were predominantly working (M = 2.55, SD = 1.03). 2 Participants who were predominantly working (M = 2.40, SD = 1.22) scored higher on cynicism than those who were predominantly studying (M = 2.21, SD = 1.14). 3 Participants who were predominantly studying (M = 2.82, SD = 1.27) scored higher on inadequacy than those who were predominantly working (M = 2.46, SD = 1.02).

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engagement and burnout PROFILES

Online Appendix H

Configural Frequency Analysis of Time 1 and Time 2 Groups

Note. T1 = Time 1 group (1 = cynical, 2 = engaged, 3 = engaged–exhausted, 4 = burned-out); T2 = Time 2 group (1 = disengaged, 2 = engaged, 3 = moderately engaged, 4 = burned-out, 5 = dropped out from study at Time 2). A = antitype; T = type.