The moderation effect of genderon the relationship between student alienation, engagement, and burnout

Abstract

Background: Burnout syndrome is a condition which can affect people in a variety of settings and in every period of life. Preliminary studies have focused on adults’ burnout related to occupational hazards. However, in recent years researchers have become increasingly interested in student burnout in the academic and school setting. Objective: The current study analyzed the moderation effect of gender on the association between student engagement, student alienation, and school burnout. Methods: 109 secondary school adolescents completed questionnaires concerning student burnout (ESSB scale), engagement (SSEM scale), and alienation (PAI inventory) scores. Data collection was voluntary and without compensation, and took place during the students’ class hours. Results: The moderation effect of gender was discovered forthe relationship between student burnout and total alienation and anomy scores, but not for engagement indicators. In the female sample, 63% of variance in the ESSB total score was explained by engagement indicators. In the male sample, burnout was connected with lower belonging and productivity and higher social isolation, which explained 32% of the variance in the ESSB score. Conclusion: In sum, the results suggest that disengagement increases the risk of student burnout in both adolescent girls and boys. However, social isolation must also be considered as an important predictor of this syndrome in adolescent boys. Thus, the gender gap should be included in prevention interventions.