Abstract
Two studies examined relationships between school burnout (school related strain and stress) and indicators of academic and cognitive performance. Study 1 (N=790) investigated school burnout and grade point average over three consecutive academic semesters. Hierarchical multiple regression (HMR) findings demonstrated a consistent, negative association between school burnout and academic performance. Study 2 (N=331) investigated school burnout and individual differences in cognitive functioning through the assessment of problem solving (serial subtraction) and attentional/inhibition processes (word-color matching Stroop task). HMR results indicated that increased school burnout was related to diminished attentional capacity and problem solving success. Limitations of previous school burnout investigations were addressed by extending sampling into American universities and utilizing analyses that controlled for related affective symptoms. These studies are the first to show that school burnout is related to diminished academic and cognitive performance in US tertiary education. Several future lines of research are outlined.
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