Abstract
The school burnout of children, defined as physical and mental exhaustion due to a lack of adjustment to the educational context, constitutes a serious problem in contemporary education. Thus, the determination of the elements that influence it and the possible strategies for avoiding it are key in the process of improving children’s well-being. A descriptive and cross-sectional study was conducted with a sample of 569 children aged 8 to 13 at eight primary education schools in Granada (Spain). With the aim of examining the association between the possible exhaustion of children and planned tutoring and guidance activities, a structural equation model (SEM) as the analytical technique was used. The results show good fit indices for the model (comparative fit index (CFI) = 0.955; normalised fit index (NFI) = 0.956; incremental fit index (IFI) = 0.946; root mean squared error approximation (RMSEA) = 0.089), which reflects the need for tutoring and guidance activities that are infused throughout the entire teaching process in order to preserve children’s well-being.
Highlights
The chi-squared statistic revealed a significant p-value (Chi Square χ = 178.345; degree of freedom df = 32; p < 0.001), it must be taken into account that this statistic does not have an upper df = 32; p < 0.001), it must be taken into account that this statistic does not have an upper limit, and it cannot be interpreted in a standardised way
The study sought to examine whether this holistic vision of the tutoring process and its integrated actions exerted a protective effect against the development of the aforementioned problem of mental health, which has emerged within the educational context
It was shown how an increase in exhaustion linked to burnout is associated with a greater development of tutoring and guidance actions, since their use helps in prevention
Summary
[4] establishes three basic dimensions linked to burnout, among which are cynicism, dishonest attitudes associated with the situation experienced; exhaustion, a feeling of fatigue and lack of energy; and inadequacy, a feeling of a lack of correspondence between practices, the demanded task and personal motivations [5,6]. This state of exhaustion has been studied within a number of different contexts such as health, professional work or higher education [5,7]. This is because, on a large number of occasions, students must rise to academic demands despite perceiving themselves as lacking the competence to tackle them [9,10]
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