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Abstract
Nowadays, a growing increase in depression and school burnout is being observed in students. The research aim is to test the mediating effect deviation from balanced time perspective, gender, and subjective sense of family network acceptance on the relationship between depression and school burnout. The sample consisted of 355 students (61.6% girls, 48.4% boys) from the third grade of high school in the south of Poland (mean age 18.5). The student school burnout scale for youth, Time Perspective Inventory, and Depression Scale for youth were used in the survey. Results showed significant relationships between the time perspective indicators, depression, and school burnout as well as a mediation effect of the past time perspective and the fatalistic present time perspective towards depression through school burnout. The findings confirmed that the focus of a person on immediate hedonistic goals becomes significant for the severity of depression only after accounting for the level of school burnout. Conclusions comprised the design of psychological interventions aimed at the group of young people experiencing depression and school burnout considering the time perspective development.
Highlights
Nowadays, adolescents experience many difficulties in the course of normative development, the accumulation of which can lead to mental disorders [1]
School burnout and loss of interest in school activities during adolescence are often related to low academic performance and to students’ experience of intense stress related to fulfilling academic duties, the intensity of which increases with each subsequent level of education [28]
The results show that girls were more depressed than boys overall; this is quite a normative outcome compared with a meta-analysis of empirical studies results from over 90 different countries, which showed that depressive symptoms in women are significantly more frequent than in men; gender differences were found to emerge in early development at the age of 12 and increase in adolescence [47]
Summary
Adolescents experience many difficulties in the course of normative development, the accumulation of which can lead to mental disorders [1]. When students cannot meet educational expectations or perceive a discrepancy between their individual resources (internal and/or external) and their personal expectations of school success Due to such experiences, school burnout arises with three dimensions: emotional exhaustion, cynicism towards school, and a sense of inadequacy as a student. Human life takes place within the time dimension and human actions are always in relation to the past, present, or future; so, experiencing the temporal context is an extremely important factor in normative development. Time perspective affects both cognitive and affective human functioning and is generally defined as an unconscious process of organizing personal experiences on a timeline so that they can be given sequence, coherence, and meaning.
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