Abstract
School burnout constitutes a current phenomenon which generates diverse negative consequences in the personal and academic lives of students. Given this situation, it is necessary to develop actions that permit us to regulate this harmful mental state and that are administered from within the school context. A descriptive and cross-sectional study is presented that pursues the objective of examining a structural equation model which brings together burnout and emotional regulation. The model assumes that students receive tutoring at school in order to tackle these types of problems. For this, the sample constituted a total of 569 students from the province of Granada (men = 52.3% (n = 298); women = 47.7% (n = 271)). Mean age was reported as 10.39 ± 0.95 years and the School Burnout Inventory (BMI) and the Emotional Regulation Scale were utilized as the principal instruments. As main findings it was observed that students who received one hour of weekly tutoring showed a positive relationship between expressive suppression as a strategy of emotional regulation, cynicism, and exhaustion as consequences of school burnout. In the same way, a direct association existed between burnout-related exhaustion and cognitive repair. Given that significant relationships could not be observed between these variables in students who do not receive tutoring, higher use of emotional regulation was confirmed amongst tutored students when faced with this negative mental state.
Highlights
Burnout has traditionally been treated according to economic and social factors, without considering the underlying aspects that relate to individuals themselves [1,2]
The structural equation model proposed revealed that schoolchildren who receive one hour a week of tutoring show a positive relationship between expressive suppression as a strategy of emotional regulation, and cynicism and exhaustion as consequences of school burnout
Given that significant relationships could not be observed between these variables for schoolchildren who were not receiving tutoring, a greater use of emotional regulation is noted within tutored schoolchildren when faced with this negative mental state
Summary
Burnout has traditionally been treated according to economic and social factors, without considering the underlying aspects that relate to individuals themselves [1,2]. This capacity will clearly determine the way in which individuals face certain situations These emotional competencies must be integrated into educational processes, as a fundamental element in the development of the individual’s personality but as a way of optimizing the process itself and achieving a high level of training efficiency that avoids elements that can distort personality or cause burnout [5,6]. Burnout is an individual psychosocial state characterized by mental and emotional exhaustion, cynicism or dehumanization, lack of motivation, and the sensation of low personal achievement This is produced as a result of overwhelming and chronic work stress [9,10,11,12].
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