Abstract
This brief report assessed the psychometric validity and gender invariance of the School Burnout Inventory (SBI) –a measure of students’ exhaustion, cynicism, and inadequacy– in a convenience sample of 972 high school Chilean students ranging between 12 and 18 years old. The results showed that: (1) the SBI produces adequate scores in terms of reliability; (2) two models (one solution of three related factors and one of second-order and three first-order factors) fitted adequately fit to our sample and was invariant across gender; and (3) the SBI scores were significantly related to other related constructs (i.e., study-related emotions, academic psychological capital, and academic engagement). Overall, the SBI was found to be a reliable and valid inventory to assess school burnout in Chilean high school students.
Highlights
The term burnout was first used in the late 70s to describe a state of exhaustion associated with human services professionals (Maslach and Jackson, 1981; Maslach et al, 2001; Schaufeli et al, 2002; Sakakibara et al, 2020)
The current study aims to examine the psychometric properties of the School Burnout Inventory (SBI) in a convenience sample of high school Chilean students
The current study aims to examine the psychometric properties of the SBI in a convenience sample of high school Chilean students to offer a potential contribution to the school burnout literature
Summary
The term burnout was first used in the late 70s to describe a state of exhaustion associated with human services professionals (Maslach and Jackson, 1981; Maslach et al, 2001; Schaufeli et al, 2002; Sakakibara et al, 2020). In the following years, this construct has become a social and scientific topic of great attention due to its extension to other domains, including students, and its impact on mental and physical health, achievement, and subsequent academic career (Fiorilli et al, 2014; Walburg, 2014; Walburg et al, 2016; Gabola et al, 2021) In this line, school burnout describes those students’ who experience emotional exhaustion –characterized by feelings of strain and chronic fatigue resulting from overtaxing schoolwork, cynicism –characterized by an indifferent or a distal attitude toward schoolwork in general, a loss of interest in one’s academic work, and not seeing it as meaningful, and sense of inadequacy –diminished feelings of competence and less achievement, and lack of accomplishment both in one’s schoolwork and in school as a whole (Kiuru et al, 2008; Salmela-Aro et al, 2008, 2009b; Salmela-Aro and Upadyaya, 2014; Salmela-Aro, 2016; Salmela-Aro and Read, 2017). It has been found, based on the demandsresources model (Demerouti et al, 2001; Schaufeli and Bakker, 2004; Bakker and Demerouti, 2007), that study demands (e.g., schoolwork overload), and study resources (e.g., hope, efficacy, resilience, optimism) promote and prevent their appearance, respectively (Salanova et al, 2010; Salmela-Aro and Upadyaya, 2014; Gungor, 2019; Romano et al, 2021)
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