Abstract
This article presents recent findings on student school burnout and engagement in light of the ongoing FinEdu longitudinal data. Schoolwork engagement is conceptualized as study-related vigor, absorption, and dedication, whereas school burnout is defined as exhaustion, cynicism, and inadequacy as a student. First, the role of school burnout and engagement are presented in the context of the demands–resources model. Accordingly, high school demands lead to burnout, while high personal and school resources lead to engagement. Burnout in turn is connected to later depressive symptoms, and engagement to later overall satisfaction with life. Second, taking a person-oriented approach to burnout and engagement, different burnout–engagement profiles in the high school context are presented. Third, the role of educational transitions in gendered school burnout trajectories is examined. Next, school burnout and engagement are considered in relation to different social contexts. Finally, an intervention program aimed at increasing preparedness for possible setbacks in the educational career and promoting later engagement and decreasing burnout is described. These recent findings are then discussed in the context of the 4-C (channeling, choice, coregulation, compensation) life-span model of motivation.
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