The Authority/Rebellion Dimension and Youth Burnout in Two Populations
Abstract
RESEARCH OBJECTIVE: The study aimed to examine the links between recognition of authority, sense of security, cognitive dogmatism, and burnout among adolescents from correctional facilities and secondary schools.
THE RESEARCH PROBLEM AND METHODS: The problem addressed the ambivalence of authority in institutional education. The study used KKM, BAT-PL, KDB, and POEM with 279 participants.
THE PROCESS OF ARGUMENTATION: Data were analyzed with the use of the Mann–Whitney U test and Spearman’s rho correlations.
RESEARCH RESULTS: The youth from institutions showed higher dogmatism and lower security; burnout differences were not significant. Authority/Rebellion correlated positively with dogmatism and security, and with burnout only in the resocialized group.
CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Authority plays a dual role: it may foster adaptation but also create strain. Educational authority should be built on credibility and respect rather than mere subordination.
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