Burnout, intrinsic motivation, and emotion regulation profiles among pediatric nurses in Turkey: A latent profile analysis.

Background: Teaching is consistently characterised by high psychosocial demands, with clinically meaningful stress, burnout, anxiety, and depression reported across diverse educational settings. This narrative critical review synthesises recent evidence (primarily 2019-2025) on (i) work-related stress and burnout profiles in teachers, (ii) links with organisational commitment and work retention, and (iii) coping strategies and organisational responses associated with better occupational mental health. Methods: A semi-structured search of multidisciplinary and regional databases was complemented by targeted screening of reference lists to capture Latin American evidence. The synthesis adopts a job demands resources perspective to connect workload, emotional labour, administrative burden, and role conflict with psychological outcomes and organisational trajectories.

ABSTRACT This pilot study examined the profiles and transitions of academic burnout among adolescents following the Yancheng tornado in China, using latent profile analysis and latent transition analysis. It also explored how posttraumatic stress symptoms (PTSS) were related to their transitions. A total of 202 adolescents were surveyed at 9 (T1), 12 (T2), and 18 months (T3) after the tornado. The results identified three profiles of academic burnout among adolescents, including the low academic burnout group (57.43% at T1, 44.55% at T2, and 46.54% at T3), the moderate academic burnout group (31.43% at T1, 39.60% at T2, and 40.59% at T3), and the high exhaustion-alienation group (10.89% at T1, 15.84% at T2, and 12.87% at T3). The low and moderate academic burnout groups were more stable, compared to the high exhaustion-alienation group, which tended to transition into the moderate academic burnout group. From T2 to T3, adolescents with higher levels of PTSS were significantly less likely to move from the moderate academic burnout group to the low academic burnout group. These findings highlight the importance of the heterogeneity in academic burnout among adolescents, as well as the predictive role of PTSS, informing effective strategies for prevention and intervention.

Burnout, classified in ICD-11 as a phenomenon associated with chronic workplace stress, represents a major challenge in emergency medicine. Employees of the State Emergency Medical System (SEMS) in Poland are exposed to high job demands, time pressure, traumatic events, and shift work, which may increase the risk of burnout. The aim of this study was to assess burnout severity and identify its determinants among SEMS employees using the Oldenburg Burnout Inventory (OLBI), within the framework of the Job Demands-Resources (JD-R) model and in accordance with STROBE recommendations. A cross-sectional study was conducted using an anonymous online survey between October 2025 and January 2026. Of 302 individuals who initiated participation, 261 completed the questionnaire (86.4% completion rate). Burnout was assessed in two dimensions: exhaustion and disengagement. Confirmatory factor analysis indicated limited separability between these dimensions. Due to non-normal data distribution, nonparametric tests (Mann-Whitney U and Kruskal-Wallis) were applied, with effect sizes reported. Multivariate regression analysis was performed to identify independent predictors of exhaustion, and k-means clustering was used to identify burnout profiles. The study included 261 respondents (68.2% men, 31.8% women). Mean OLBI scores indicated a moderate level of burnout (disengagement: 2.508 ± 0.425; exhaustion: 2.657 ± 0.453), with exhaustion predominating. Salary satisfaction was significantly associated with both burnout dimensions (p < 0.001). Employees working in Emergency Departments reported higher exhaustion than those in Emergency Medical Services (p < 0.001). Multivariate analysis identified lower salary satisfaction, employment in Emergency Departments, and female gender as independent predictors of higher exhaustion. Cluster analysis revealed two distinct burnout profiles, with the high-burnout profile more frequent among Emergency Department staff and individuals reporting lower salary satisfaction. Moderate burnout, dominated by exhaustion, was observed among SEMS employees in Poland. Organizational factors, particularly salary satisfaction and workplace setting, were key correlates. These findings highlight the need for system-level interventions to improve working conditions and workforce sustainability, while acknowledging the cross-sectional design and psychometric limitations.

Students' study wellbeing plays a crucial role in protecting against social and academic challenges, both within and outside school. However, little is known about how the extent of physical activity and social media use affects study wellbeing. To explore this, we identified profiles of study engagement and burnout among Finnish primary school students (n=345, age 11), and lower secondary school students (n=447, age 14). Using latent profile analysis, we identified five study wellbeing profiles: three showing a negative association between engagement and burnout-engaged, burned-out, and average-and two bivariate profiles-exhausted-inadequacy and cynical. Students reported engaging in physical activity for at least one hour on most days, with the engaged profile showing significantly higher activity than the average profile, while the remaining profiles showed broadly similar levels. In contrast, clear differences emerged in social media use: students in the burned-out profile reported the highest use and those in the engaged profile the lowest, with other profiles falling in between. Primary school students were more likely to belong to beneficial profiles compared to lower secondary school students. Moreover, girls were more often represented in the profiles with exhausted-inadequacy and burned-out profiles, while boys were overrepresented in the cynical profile. Last, class-level clustering revealed that profiles were not evenly distributed across classes, indicating the influence of contextual factors on students' study wellbeing. The findings offer valuable insights for designing targeted interventions aimed at promoting student study engagement and preventing study burnout.

ABSTRACT This study examined engagement and burnout profiles among elementary students, their stability across one school year, and associations with mathematics performance and gender. Longitudinal data were collected from 870 students in Grades 4–6 (Ngrade4 = 301, Ngrade5 = 281, Ngrade6 = 288) during the 2022–2023 academic year. LPA revealed that a three-profile solution was best fitting for this sample: Engaged (49%), Moderate (39%), and Burned-out (12%). Profiles remained relatively stable, with the highest probabilities for students remaining in the same group (57%–76%). Students in the Engaged profile achieved significantly higher mathematics performance, while those in the Burned-out profile showed the lowest performance. No gender differences were found in profile membership. These findings highlight that engagement and burnout patterns take shape already in elementary school and are closely tied to academic achievement, underscoring the importance of supporting school-related well-being early to secure both learning and sustained well-being.

Background: Nurse burnout is a widespread problem associated with adverse outcomes for both patients and healthcare organizations. Although person-centered approaches have shown that burnout risk is heterogeneous, most prior profiling studies have focused on burnout symptoms and work characteristics, with limited attention to individual susceptibility. Sensory processing sensitivity may help explain why similar work demands are experienced differently across nurses. Method: This cross-sectional study included 405 registered nurses working across all units of a tertiary hospital. Participants completed validated self-report measures of burnout, sensory processing sensitivity, mindfulness, and psychological well-being. Latent class analysis was applied to identify profiles based on burnout and sensory sensitivity indicators. Model selection was guided by information criteria and interpretability. Between-class differences in mindfulness and psychological well-being were examined using analysis of covariance adjusted for age and gender, and associations with work-unit context were evaluated using multinomial logistic regression. Results: Three latent profiles were identified, representing low, moderate, and high strain. Higher-strain profiles were characterized by greater sensory processing sensitivity and higher burnout levels, alongside lower mindfulness and psychological well-being. Nurses working in inpatient, procedural, critical care, and emergency units were more likely to belong to higher-strain profiles. Mindfulness and psychological well-being were inversely associated with membership in higher-strain profiles, independent of demographic factors. Conclusion: Joint modeling of burnout and sensory processing sensitivity revealed distinct and interpretable nurse profiles that reflect differential vulnerability to occupational strain. These findings underscore the importance of considering both individual sensitivity and work-unit context when designing targeted strategies to prevent burnout and promote sustainable nurse well-being.

Athlete burnout has traditionally been examined as a phenomenon mainly associated with high-performance sport; however, growing evidence suggests that it may also affect amateur athletes. This study aimed to analyze burnout in high-performance and amateur athletes, integrating gender differences and a person-centered approach through cluster analysis. A cross-sectional design was applied to 511 athletes (38.0% high-performance and 62.0% amateur) using the Revised Athlete Burnout Inventory (IBD-R). Descriptive and inferential analyses examined differences by competitive level and gender, while hierarchical and k-means cluster analyses identified burnout profiles. Results showed similar levels of emotional exhaustion and depersonalization across competitive levels, with specific differences in reduced personal accomplishment. Four burnout profiles were identified: Healthy, Reduced Accomplishment, Emotional Exhaustion, and Depersonalization-dominant burnout, differentially distributed by gender and competitive level. These findings indicate that burnout is a transversal phenomenon in sport and highlight the value of person-centered approaches for prevention and intervention across competitive contexts.

Contemporary models of parental burnout conceptualize it as an interplay between parental demands and insufficient resources. However, research and current models remain sparse in their understanding of these demands and dynamics within the context of managing a child's sleep wellness and related problems, which constitute a fundamental aspect in early parenting. The present work addresses this gap by examining this issue comprehensively. 2291 mother-child dyads were recruited from two sources: a random population sample (n = 1409) and a clinical sample (n = 882) of mothers seeking consultation for their child's sleep issues (0-5 years old). Mothers completed an extensive panel of validated instruments and survey questions covering burnout and psychopathologies, sleep parameters, psychosocial, organizational, and demographic variables. Inferential analyses, regression modeling, cluster analysis, and mediation models were applied. Two distinct profiles of parental burnout emerged: one associated with child sleep disturbances and the other with general parenting stress. The strongest-weighted risk factors pertained to maladaptive beliefs and perceptions (e.g., shame, "I am a bad parent", "My child cries because I do not meet his needs"), as well as additive stressors such as interparental tension and daytime child behavioral problems. The strongest protective factors involved resources that reduced parental demands or facilitated recovery, including couple satisfaction, a consistent bedtime routine, greater capacity to take breaks (e.g., additional caregivers, father nighttime involvement, parental cohabitation, and child screen time). The identification of two distinct burnout profiles highlights the importance of incorporating, or placing more centrally, the management of young children's insomnia in contemporary theoretical models of parental burnout. This research highlights the need for interventions on healthy self-beliefs and perceptions, effective daytime parenting strategies, positive couple dynamics, consistency in bedtime routines, and equitable distribution of caregiving responsibilities between parents to reduce the risk of parental burnout.

The engagement and burnout profiles of preschool teachers are closely linked to young children's developmental outcomes. This study investigated engagement and burnout profiles among 529 Chinese preschool teachers in relation to their emotional states, varying experiences, and professional backgrounds. The sample predominantly consisted of early-career educators, with 47.8% aged between 21 and 30 years and 33.1% having 0-5 years of work experience. Using a quantitative cross-sectional design and latent profile analysis (LPA), this study identified four distinct profiles: slightly exhausted (48.58%), moderately burned out (18.53%), engaged (25.90%), and highly burned out (6.99%). Positive emotional states, such as enjoyment, were associated with higher work engagement, while anxiety was associated with a higher probability of belonging to burnout profiles. In contrast, perceived career success and negative emotions like anger did not significantly predict work engagement and burnout profiles. Teachers with extensive teaching experience and pre-service early childhood education (ECE) training were more likely to maintain high work engagement. This study highlights the critical role of emotional states and professional ECE training in promoting preschool teachers' work engagement and sustainable practice, particularly among early-career teachers.

This study employed a person-centered approach to identify latent profiles of academic burnout among Chinese university students and to examine the associations between academic burnout profiles and smartphone addiction, sleep quality, and mindfulness. A sample of 2,948 Chinese university students was recruited to complete measures of academic burnout, smartphone addiction, sleep quality, and mindfulness. Latent profile analysis (LPA) was used to identify distinct burnout profiles, and multinomial logistic regression was used to analyze factors associated with profile membership. Three distinct profiles of academic burnout were identified: a Low Burnout profile (18.15%), a Medium Burnout profile (50.88%), and a High Burnout profile (30.97%). The profiles differed significantly on all correlates, with the high burnout group exhibiting the most severe smartphone addiction, the poorest sleep quality, and the lowest mindfulness. Regression analysis revealed that higher smartphone addiction and poorer sleep quality were significantly associated with membership in the Medium and High Burnout profiles relative to the Low Burnout profile, whereas higher mindfulness was significantly associated with lower likelihood of belonging to higher burnout profiles. Academic burnout among Chinese university students is a heterogeneous experience, with a majority falling into an at-risk or intermediate state. Smartphone addiction, poor sleep, and low mindfulness are associated with higher burnout risk. These findings highlight the need for universities to develop targeted, profile-based interventions to provide precise and effective mental health support. However, due to the cross-sectional design, causal relationships cannot be inferred.

Objectives. Since teachers are a population especially exposed to burnout, it is relevant to explore whether this group presents different burnout profiles that depend on a combination of different levels in each of the three dimensions of burnout. Methods. A sample of 320 teachers with a mean age of 45 years (SD 8.24; 66.3% women) participated in a cross-sectional study by completing a questionnaire. Results. The cluster analysis confirmed three different profiles: compromised, ineffective and burnt-out. Although the burnt-out and compromised clusters exhibited significant differences in all the variables studied, no significant differences were found in stress, self-efficacy in coping with stress, job demands, control or emotional charge between the burnt-out and ineffective clusters, nor in the job demands between the ineffective and committed clusters. Conclusion. The results highlighted that prevention and intervention programs should be addressed not only to teaching staff with levels that indicate burnout in the three dimensions of the syndrome, corresponding to the profile burnt-out, but also to those who show an ineffective profile, since the expression of many variables of interest traditionally related to burnout showed a similar pattern to the burnt-out profile.

Burnout syndrome is an occupational condition resulting from chronic work-related stressors and it tends to be higher in medical professionals. This study aims to assess burnout among trainee doctors within a nationally accredited postgraduate medical education (PGME) system and identify self-reported contributing factors. This cross-sectional study utilized data from the annual Trainees Survey conducted by the National Institute for Health Specialties (NIHS), the national accrediting body responsible for postgraduate medical education (PGME). The survey, which included the Oldenburg Burnout Inventory (OLBI) to assess emotional exhaustion and disengagement, was disseminated to all doctors enrolled in accredited training programs between March and October 2023. Out of 1618 residents and interns invited, 653 (40.4%) completed the OLBI. There were 473 females (72.4%), 201 Emirati (30.8%) trainees with 212 interns (37.8%) and 440 residents (61.1%). The most common specialties were Pediatrics (103 trainees; 15.8%), Internal Medicine (71 trainees; 10.9%) and Family Medicine (71 trainees; 10.3%). Using validated OLBI cut-off scores, burnout syndrome was identified (with either emotional exhaustion or disengagement) in 136 trainees (20.8%). On the disengagement scale, 79 trainees (12.1%) reported feeling disengaged at work, indicating a cynicism profile. On the exhaustion scale, 113 trainees (17.3%) reported feeling exhausted from work duties, indicating an overextended profile. Burnout in both dimensions, representing a severe burnout profile, was identified in 56 participants (8.6%). High burnout levels were particularly noted in Internal Medicine, Family Medicine, General Surgery, and among medical interns. Multivariate analysis identified duty hour violations (adjusted OR 1.42) and lower satisfaction with supervision and teaching (adjusted OR 0.31) as significant predictors of burnout. Burnout affects approximately one-fifth of trainee doctors in this nationally accredited system, with duty hour violations and inadequate supervision emerging as modifiable risk factors. These findings support targeted interventions focusing on workload regulation and enhanced faculty engagement to improve trainee well-being.

Occupational burnout in healthcare workers, especially in military medical settings, poses risks in retention, patient safety, productivity, well-being, and military readiness. Prior research suggests that sex differences exist with burnout, yet limited data exist on how drivers of burnout interact within military contexts, especially during periods of high stress such as a global pandemic. The objective of this study is to examine sex-specific differences in burnout among military healthcare workers, including the influence of demographic factors, pandemic-related stressors, and leadership characteristics. A cross-sectional survey was administered to 424 healthcare workers employed at military medical treatment facilities between January and May 2023. Participants completed the Maslach Burnout Inventory (MBI) Health Services Survey, Adaptive Leadership with Authority Scale (ALAS), and Pandemic Experiences and Perceptions Survey (PEPS). Descriptive statistics, t-tests, chi-square analysis, Pearson correlations, and ANOVAs were conducted to assess burnout dimensions-emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA)-in relation to leadership, demographics variables, and pandemic stressors. Among 424 respondents (308 females, 116 males), overall burnout rates did not differ significantly by sex (25% males, 20% females, P = .28). However, females reported significantly higher EE than males (91.8% vs. 81.6%, P = .015, Cramer's V = 0.15). There were no differences in the levels of high DP (71.8% males, 64.6% females, P = .86) or low PA (10.5% males, 7.9% females, P = .67). Adaptive and supervisory leadership were protective against EE and DP for both sexes, but these effects were stronger and more consistent for females. Leadership was a protective factor against EE and low PA for females (r = -.34, P < .001; r = -.23, P < .001) and against EE for males (r = -.22, P = .027), though to a lesser extent. For males, tenure at the current position was inversely correlated with depersonalization (r = -.25, P = .01). Pandemic-related stress was more strongly associated with depersonalization in females. Role- and ethnicity-based interactions also revealed sex-specific patterns, with female physicians reporting higher EE and male depersonalization varying by healthcare role and ethnicity. This study highlights important sex-based differences in burnout profiles and associated risk and protective factors among military healthcare workers. Findings underscore the critical role of leadership, particularly for female personnel related to EE, although tenure buffered depersonalization in males. These findings highlight the need for tailored burnout prevention strategies, particularly focused on adaptive leadership development and demographic-specific interventions.

Primary school teachers are experiencing unprecedented occupational stress due to technological demands, varied student needs, and the enduring psychological effects of the COVID-19 pandemic. Although burnout research is extensive globally, evidence regarding Greek primary educators remains scarce, particularly in post-pandemic contexts where Mediterranean cultural values, economic constraints, and centralized governance may yield unique patterns. This cross-sectional study examined professional burnout among 102 primary school teachers in Achaia prefecture, Greece, during autumn 2022. The Greek-validated Maslach Burnout Inventory-Educators Survey assessed emotional exhaustion, depersonalization, and personal accomplishment. The psychological impact of COVID-19 was evaluated alongside demographic and occupational factors. Analyses included descriptive statistics, nonparametric tests, correlation analyses, hierarchical clustering, and multiple regression models. The sample exhibited mixed burnout profiles, with 42.2% indicating low emotional exhaustion (while 35.3% showed high levels) and 67.6% showing minimal depersonalization. Bivariate analysis revealed that the psychological burden of COVID-19 was significantly correlated with depersonalization (r = 0.339, p < 0.001) but not with emotional exhaustion (r = 0.078, ns) or personal achievement. However, multivariate regression controlling for demographic factors revealed a suppression effect: pandemic burden emerged as the strongest predictor of emotional exhaustion (β = 0.52, p < 0.001), while its association with depersonalization became non-significant. Cluster analysis identified four distinct profiles: Emotionally Strained (49.0%), Resilient (32.4%), Detached (15.7%), and At-Risk (2.9%). Gender significantly predicted emotional exhaustion (model R2 = 0.136), while rural location and years of service predicted depersonalization (model R2 = 0.225). Greek primary school teachers demonstrated remarkable resilience after the pandemic, maintaining professional effectiveness despite emotional challenges. The suppression effect observed for COVID-19 burden-significantly associated with depersonalization bivariately but with emotional exhaustion multivariately-highlights the importance of examining both direct and demographically mediated stress pathways. The dimensional independence observed, particularly personal achievement's resilience to external stressors, contests unified burnout models and indicates that targeted interventions addressing specific burnout dimensions may be more effective than holistic approaches.

Background: The prevalence of nurse burnout is high, and it has a significant impact on the job performance. However, currently, nurse burnout is evaluated solely based on the overall score, and a single analysis is conducted to examine the relationship between a certain dimension and the nurses' job performance. The Latent Profile Analysis (LPA) can focus on the individual differences, dividing the nursing group into different potential categories. Based on this analysis, we studied the relationship between different potential categories and the work performance of nurses. Methods: A cross-sectional design using a multi-stage stratified cluster random sampling method. From December 2022 to January 2024, eligible nurses were recruited from four Grade-A tertiary hospitals in Shandong Province, yielding 1,877 valid questionnaires. The survey instruments included a self-designed demographic questionnaire, the Maslach Burnout Inventory-Human Service Survey (MBI-HSS), and the Work Performance Scale. Latent Profile Analysis (LPA) was utilized to categorize nurse burnout. Additional statistical analyses included descriptive statistics, one-way ANOVA, general linear regression analysis. Data were processed using SPSS 26.0 and Mplus 7.0. This study was reported in accordance with the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines. Results: Through LPA, we identified four distinct burnout profiles: "Low Burnout," "Emotional Exhaustion/Depersonalization," "Reduced Personal Accomplishment," and "Moderate Burnout." Significant differences were observed across these profiles in total job performance scores, task performance. and contextual performance. Post-hoc tests revealed that nurses in the "Low Burnout" group scored significantly higher in task performance, contextual performance, and total job performance than those in the other three categories. Conversely, nurses in the "Reduced Personal Accomplishment" group had significantly lower scores for contextual and total job performance than those in the "Low Burnout" and "Emotional Exhaustion/Depersonalization" groups. General linear regression analysis, controlling for age, gender, marital status, education level, years of service, and monthly night shifts, indicated that compared to the "Low Burnout" group, job performance scores for the "Emotional Exhaustion/Depersonalization," "Reduced Personal Accomplishment," and "Moderate Burnout" groups decreased by 3.814 standard deviations, respectively. Conclusion: The prevalence of burnout among nurses in Grade-A tertiary hospitals is high. Nurse burnout can be categorized into four latent profiles: "Low Burnout," "Emotional Exhaustion/Depersonalization," "Reduced Personal Accomplishment," and "Moderate Burnout." Nurses in the "Low Burnout" group demonstrated the best job performance, whereas those in the "Reduced Personal Accomplishment" group exhibited the poorest performance.

Burnout among educators, particularly in high-stress environments like chiropractic education, is a significant issue with implications for both educators' well-being and educational outcomes. This study examines the prevalence and levels of burnout among chiropractic educators at a Malaysian institution, using dual classification methods to compare prevalence estimates. A quantitative, descriptive, cross-sectional study was conducted with 15 chiropractic educators. Burnout was assessed using the Maslach Burnout Inventory-Educators Survey (MBI-ES), encompassing 3 subscales: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). Burnout profiles were classified using the 2016 and 2018 MBI manuals. Data were analyzed with descriptive statistics, Pearson correlation, t tests, regression, and Fisher exact test. Using the 2016 classification method, most respondents exhibited moderate levels of emotional exhaustion (73.3%) and depersonalization (73.3%), while most reported low levels of personal accomplishment (86.67%). In contrast, the 2018 classification method identified 33.3% of respondents as Engaged and 13.3% as experiencing Burnout. Multiple regression revealed moderate but nonsignificant associations between age, sex, and EE and DP scores. Fisher exact test found no significant associations between sex and burnout profiles or subscale categories. Overall, burnout prevalence was 0% based on the 2016 criteria and 13.3% using the 2018 method. This study underscores variability in burnout prevalence depending on classification method. While burnout affects a portion of chiropractic educators, findings highlight the importance of tailored interventions to address specific dimensions of burnout and promote well-being. Institutions should consider adopting flexible frameworks to capture burnout's complexities and mitigate its effects on academic environments.

Occupational burnout poses a persistent threat to nurses' mental health and the quality of patient care. Emerging evidence indicates that burnout is not a uniform phenomenon but manifests in distinct psychological patterns. Yet, how these diverse burnout experiences interact with safety-related factors is insufficiently understood. Network analysis offers a systems-level perspective to uncover interconnections among psychological and safety variables and to pinpoint potential bridge nodes for targeted interventions. This study sought to map the network architecture linking psychological and safety-related factors among nurses across different burnout profiles, to identify profile-specific central and bridge nodes, and to examine their associations with safety behaviors. A total of 2092 nurses were included. This study was a secondary analysis based on a previously established dataset in which three distinct burnout profiles were identified using latent profile analysis: the High Achievement Stable Group (Class 1, 70.3%), the High Efficiency Contradictory Group (Class 2, 6.6%), and the High Pressure Adaptive Group (Class 3, 23.1%). Psychological-safety networks were estimated for both the overall sample and each subgroup using the EBICglasso model. Centrality and bridging indices were computed via expected influence and bridge expected influence, followed by network comparison tests to evaluate structural variations across profiles. In the overall network, "skills" (B4) exhibited the greatest centrality, whereas "personal accomplishment" (A3) and "knowledge" (B1) consistently functioned as pivotal bridge nodes across profiles. Although bridge configurations differed slightly among classes, A3 and B1 remained the principal connectors integrating psychological and safety communities. Significant structural differences were detected between Classes 2 and 1 (M test, p < 0.001) and between Classes 3 and 1 (M test, p < 0.001; S test, p = 0.002), with pronounced discrepancies in the edge patterns surrounding A3 and B1. The burnout-safety networks revealed distinct structural configurations across nurse subgroups. Identifying profile-specific bridge nodes offers practical guidance for precision interventions that enhance safety behaviors and foster occupational resilience.

Texas Stroke Program Assessment: Infrastructure, Turnover, and Burnout Implications.

The issue of student burnout is gaining prominence in discussions regarding the sustainability of the higher education environment. This quantitative research aimed to delineate burnout profiles among Polish students enrolled in education-related programs based on exhaustion, cynicism, and inefficacy, and examine these profiles concerning their academic fit—spanning workload, autonomy, peer relationships, teaching quality, institutional values, and administration. Utilizing the Maslach Burnout Inventory - General Scale for Students (MBI-GSS) and the Areas of Academic Life Scale (AALS), we surveyed 1,519 students from educational faculties in Poland to identify prevalent burnout profiles and their correlations with six dimensions of academic life. Our analysis discerned four burnout profiles, from minimal to severe, revealing that a significant portion of students are at least at risk of burnout, with notably, one in ten exhibiting a "High burnout, critical concern" profile. Intriguing patterns emerged in how these profiles interact with various academic dimensions. Our findings reveal the multifaceted nature of student burnout and point to the crucial role of aligning academic environmental factors. Supporting academic sustainability requires a nuanced understanding of these elements to create a more supportive university environment.