School Burnout Research Articles

Relationship Between Teacher Burnout, Job Satisfaction, and Student Achievement in Middle Schools: A Case Study in Cianjur, Indonesia

Penelitian ini menyelidiki hubungan antara burnout guru, kepuasan kerja, dan prestasi belajar siswa di sekolah menengah di Indonesia, dengan fokus khusus pada Cianjur. Sampel terdiri dari 70 guru yang dipilih menggunakan teknik sampling kenyamanan karena keterjangkauan akses dan sumber daya. Regresi linier berganda dan pengujian simultan dilakukan untuk menganalisis data. Hasil penelitian menunjukkan bahwa baik burnout guru maupun kepuasan kerja secara signifikan memengaruhi prestasi belajar siswa. Selain itu, penelitian ini mengungkapkan korelasi negatif antara burnout guru dan kepuasan kerja, yang menunjukkan bahwa beban kerja yang berlebihan dapat menyebabkan penurunan kepuasan kerja dan hasil akademik yang lebih buruk bagi siswa. Urgensi penelitian ini terletak pada potensi implikasinya terhadap kebijakan pendidikan di Indonesia, di mana burnout guru menjadi perhatian yang semakin meningkat. Mengatasi masalah ini sangat penting untuk meningkatkan kesejahteraan guru dan prestasi belajar siswa, terutama di daerah yang kekurangan dana dan sumber daya seperti Cianjur. Temuan penelitian ini memberikan wawasan berharga bagi pembuat kebijakan yang bertujuan meningkatkan kualitas pendidikan dengan mendukung guru dan memastikan mereka tidak terlalu terbebani, yang pada akhirnya dapat meningkatkan hasil akademik siswa.

A validation of the Flemish School Burnout Assessment Tool for students between 17 and 21 years old (FS-BAT)

IntroductionThe present study assessed the factor structure, reliability, and convergent validity of the Flemish school burnout assessment tool (FS-BAT) for students between 17 and 21 years old. MethodThe sample consisted of 570 secondary and higher education students between 17 and 21 years old (Mage = 19.14, SDage = 1.11, 81% female). Confirmatory factor analysis (CFA), reliability scores, and the convergent validity were assessed. ResultsCFA revealed four distinguishable but strongly related school burnout core symptoms (i.e., exhaustion, mental distance, cognitive impairment and emotion impairment), referring to one underlying construct ‘school burnout’. The psychological stress complaints and psychosomatic complaints are two separate but positively correlated aspects of the secondary symptoms. The internal consistency of the scales ranged between excellent (.94; total core symptoms scale) and acceptable (.77; psychosomatic complaints scale). The test-retest reliability after five months varied between excellent (the total core scale and secondary symptoms subscales) and good (core symptoms subscales), indicating good stability over time. The convergent validity showed moderate positive correlations with the Perceived Stress Scale and the Perceptions of Academic Stress scale. ConclusionThe current findings illustrate that the FS-BAT can be used as a reliable and valid instrument to assess school burnout symptoms in secondary and higher education students between 17 and 21 years old. Further research to assess the discriminant validity and the relation to other school burnout measures is needed.

Grit Difference in the Association Between Academic Stress and adolescents' Meaning in Life: The Roles of School Burnout and Self-Compassion.

Given the cultural and educational environment with Chinese characteristics, academic pressure on adolescents' meaning in life maybe weak or insignificant, which is contradictory with previous studies conducted in Western countries; yet the influencing mechanisms in the association of academic stress with the meaning in life is rarely explored. A questionnaire survey was carried out among 616 adolescents aging from 12 to 18 in Jiangsu Province, China. The Macro process method was conducted to test the proposed theoretical model. The direct effect of academic stress on adolescent meaning in life was not significant, whereas the indirect effects through school burnout and self-compassion were significant. Specifically, adolescents who suffer from academic stress are more likely to report increased school burnout and reduced self-compassion, which affects their meaning in life. Besides, grit significantly attenuated the influence of academic stress on school burnout. There are indeed some psychosocial mechanisms including school burnout, self-compassion, and grit in the relation between academic stress and the meaning in life. Those findings imply that the advancement and implementation of relevant intervention projects focusing on improving the meaning in life could be realized by reducing their academic stress and school burnout and promoting their ability of self-compassion and grit.

Associations of adolescent academic performance, sports, disordered eating, and menstrual dysfunction

Abstract Background Regular menstruation is a crucial indicator of comprehensive well-being in adolescents. We aimed to assess risk factors associated with menstrual cycle dysfunction in a population-based cohort of high school students, focusing on academic performance, sports participation, and disordered eating. Methods In 2022, we recruited 1161 female first-year students from 21 diverse high schools in the capital region of Finland. They completed an online survey comprising questions about menstrual cycle, academic achievement, sports involvement, disordered eating and school burnout. Results Of 935 (81%) participants (mean age 16) not using hormonal preparations, 336 (37%) reported irregular menstruation. Adolescents with irregular menstruation showed higher middle school grade point average (GPA) (OR 1.4, 95% CI 1.1-1.8), lower body mass index (OR 2.2, 95% CI 1.3-3.5), and more disordered eating symptoms (OR 2.1, 95% CI 1.4-3.0) than adolescents with regular menstruation. While overall physical activity showed no significant correlation with irregular menstruation, casual exercisers with irregular menstruation exhibited both higher GPAs (OR 1.4, 95% CI 1.4-1.9) and more disordered eating symptoms (OR 2.6, 95% CI 1.6-4.1) than competitive athletes, whereas competitive athletes with irregular menstruation showed higher school burnout scores than casual exercisers but no disordered eating. Conclusions We recommend the use of screening tools to recognize disordered eating and school burnout among female high school students facing menstrual irregularities. Key messages • A third of adolescent females had irregular menstruation. Casual exercisers with irregular menstrual cycle were at risk of eating disorders and competitive athletes at risk of school burnout. • Screening of disordered eating and school burnout among adolescent females facing menstrual irregularities could be beneficial.

Predictors of Dropout Intention in French Secondary School Students: The Role of Test Anxiety, School Burnout, and Academic Achievement

School dropout intention and reduced academic achievement are two crucial indicators of school dropout risk. Past studies have shown that school performance plays a mediating role in the models explaining dropout intentions. School burnout and test anxiety have been identified as predictors of both academic performance and school dropout. However, their combined effects on the intention to leave school have not yet been investigated. We aimed to address this gap by exploring the predictors of school dropout intention in a sample of 205 French secondary school students. Structural equation modelling analyses have revealed the specific facets of school burnout (devaluation) and test anxiety (cognitive interference) that explained the school dropout intentions and academic performance. Grade Point Average (GPA) was a mediator of the effects of these variables on the intention to drop out of school. The findings highlight the need to acknowledge assessments as a school stress factor that could contribute to health problems and intentions to drop out of school.

Unveiling the longitudinal reciprocal relationship between burnout and engagement among adolescent athletes in sport schools.

Burnout and engagement are pivotal for adolescents' well-being and have received extensive attention in the educational literature. However, less is known about how these factors develop and interact within and between school and sport when adolescent athletes follow dual (school and sport) careers. The aim of this study was to examine the reciprocal relationship between engagement and burnout in school and sport through a cross-lagged analysis of longitudinal associations. A sample of 165 Finnish adolescent athletes (aged 14.5 years, 48.9% girls) enrolled in lower secondary sport schools (i.e., junior high schools) participated in a survey in spring 2019 (i.e., in Grade 8) and 1 year later, in spring 2020 (i.e., in Grade 9). Engagement and burnout had significant autoregressive relationships within school and sport. Furthermore, low levels of sport engagement in Grade 8 predicted sport burnout in Grade 9, and low levels of school burnout in Grade 8 predicted school engagement in Grade 9. Regarding cross-domain effects, high levels of school engagement in Grade 8 predicted low levels of sport engagement in Grade 9. The study shows that school and sport are distinct domains with unique associations between engagement and burnout in each domain. It also shows that adolescent athletes may maintain high school engagement by reducing their sport engagement. These findings highlight the need for sport school practitioners to develop intervention programs to address adolescents' school and sport needs and to support their holistic well-being.

School-induced fatigue: Theoretical analysis of the concept of school burnout

School burnout is a set of detrimental symptoms that include emotional exhaustion, cynicism, and reduced personal accomplishment. In children and adolescents it is associated with many physical and mental health problems, including heart diseases, hormonal disorders, disrupted sleep quality, depressive symptoms, and diminished life satisfaction. It corresponds with a higher likelihood of poor academic performance and drop-out rates. The text includes a theoretical analysis of factors corresponding with the development and maintenance of school burnout. The data presented in the literature proves that students dealing with extreme schoolwork overload, accompanied with poor time management, and unrealistic goals, faced with excessive family demands, experiencing disturbances in sleep habits, poor eating habits, and limited or no physical exercise are more prone to develop and sustain symptoms of school burnout. Besides the excessive workload and problems in relationships with parents and peers among risk factors there are usually mentioned feelings of lack of control over things, high demands, and pressure an individual experiences. Protective factors include social support and a positive school atmosphere. Application of knowledge concerning school burnout in real educational settings may result in increase of well-being and resilience of students, and decrease in symptoms of mental problems. It will also help create a meaningful school environment.

Adaptation and Validation of School Burnout Inventory-Bangla and Its Predictive Factors Among Adolescents.

School burnout (SB) among adolescents is a growing concern, yet there has been limited research in Bangladesh. This study aims to address this gap by validating the School Burnout Inventory (SBI) in Bangla and investigating the predictive factors of SB among high-school-going adolescents in Bangladesh. The study employed a cross-sectional design, recruiting participants from various high schools across urban and rural areas. Data were collected through self-reported questionnaires, which included information related to demographics, COVID-19, school burnout, daytime sleepiness, insomnia, and depression. The SBI-Bangla demonstrated high reliability and validity. The mean score of SB was 20.26 (±7.84). Significant differences in SB levels were observed across different age groups, grades, locations, mother's education levels, smoking status, and self-reported COVID-19 infection status. Multiple linear regression identified age (B = 0.647, p = .010), location (B = -1.043, p = .034), depression (B = 0.270, p < .001), daytime sleepiness (B = 0.208, p < .001), and insomnia (B = 0.662, p < .001) as significant predictors of SB. The final model explained 12.3% of the variance in SB scores. Enhancing sleep hygiene and addressing psychological issues may help reduce academic burnout. This study provides valuable baseline data that can inform future research and policy formulation aimed at reducing adolescent SB in Bangladesh.

School Burnout and Emotional and Psychological Well-Being in Secondary School Students: Mediating Roles of Resilience and Hope

This study examined the mediating roles of psychological resilience and hope in the relationship between school burnout, and the well-being of students. Participants consisted of 721 Turkish secondary school students, (52.6% girls; mean age = 12.76 ± 0.82) studying from grades 5 to 8. The participants completed the School Burnout Inventory, Children’s Hope Scale, Child and Youth Resilience Measure, and Stirling Children’s Well-Being Scale. The results showed that school burnout was negatively related to resilience, hope, and well-being. Resilience and hope were positively associated with well-being. The results of structural equation modeling revealed that resilience and hope mediated the impact of school burnout on well-being. These results emphasize the potential of resilience and hope as key factors in enhancing well-being among secondary school students. They also provide a foundation for developing targeted interventions to foster well-being within the school context by promoting strength-based strategies and practices, including cultivating resilience and hope.

Examining the Effects of Toxic Work Environments on Young Workers

Toxic work environments, defined by frequent and severe instances of negativity, abuse, and neglect in a workplace, can have detrimental impacts on the mental health of young employees. Survey data were collected from 555 students, aged 17-24, who had been employed during the previous 12 months. Moderated mediation analyses indicated no evidence that social support or work-related self-perceptions mitigated the impact of toxic work environments on stress; however, a simple mediation analysis indicated there were significant indirect effects, such that toxic work environments predicted stress, which in turn, predicted depression, anxiety, and school burnout. The harm of working in a toxic work environment can outweigh many protective factors leading to poor mental health, illustrating the importance of nurturing healthier work environments. To minimize the detrimental effects of toxic workplaces on young workers, there needs to be a focus on preventing workplace toxicity before these workplaces can become toxic.

The Relationship between Head Teachers’ Authoritarian Leadership Style and Teachers’ Burnout in Secondary Schools in Ibanda Municipality, Ibanda District, Uganda

The study investigated the relationship between head teachers’ authoritarian leadership style and teachers’ burnout in secondary schools in Ibanda Municipality, Ibanda District, Uganda. A correlation study design was employed to determine the relationship between the authoritarian leadership style of head teachers and burnout of teachers. A hybrid approach integrating quantitative and qualitative research methodologies was also employed to handle both qualitative and quantitative data. Data was collected from 217 teachers using a self-administered questionnaire and 15 head teachers using an interview guide. The results show that there is a positive but moderate relationship between authoritarian leadership style and teacher burnout as indicated by the r=0.34. Therefore, a high level of burnout was linked to increase in authoritarian leadership style. The researcher recommends that the Ministry of Education and Sports should embrace and intensify refresher courses for head teachers to re-equip them with the best leadership practices that could help them avoid authoritarianism. Such re-equipping can be managed at seminars, workshops, and short courses in conjunction with teacher education institutions such as colleges and universities. This can equip the headteachers with the best leadership practices in the ever-changing dynamics of the education system. Therefore, the ministry and its partner agencies like National Curriculum Development Center and National Council for Higher Education should put in place sound curriculums in leadership skills and styles to ensure that serving head teachers are adequately and effectively trained to lead and manage the schools. It should not be done in a hurry and by use of trainers who are not knowledgeable. This will enable head teachers to avoid disastrous leadership styles such as authoritarianism and employ the best practices for managing burnout of their teachers. Keywords: Leadership Styles; Burnout, Relationship and Head Teachers

The Relationship between Head Teacher’s Laissez-faire Leadership Style and Teachers’ Burnout in Secondary Schools in Ibanda Municipality, Ibanda District, Uganda

The investigated the relationship between head teacher’s laissez-faire leadership style and teacher burnout in secondary schools in Ibanda Municipality, Uganda. In order to ascertain the relationship between the two variables, a correlation design was used, and to accommodate both qualitative and quantitative data, a mixed approach combining quantitative and qualitative research methods was also adopted. 217 teachers and 15 head teachers from the 15 secondary schools in Ibanda municipality provided the data. A questionnaire was given to the teachers, while an interview guide was given to the head teachers. The Leadership Styles Questionnaire and the Maslach Burnout Inventory served as the foundation for the questionnaire. The findings indicate that laissez-faire leadership style had a negative but moderate relationship with burnout, according to the correlation between them, which is r = -0.39, which shows a negative relationship between the two variables. This means that laissez-faire leadership does not lead to burnout since the two variables move in different directions. Therefore, high laissez-faire leadership was associated with reduced burnout. The researcher recommends that teachers’ training colleges and universities need to restructure their curriculum to include in depth coverage of leadership styles and motivation as a way of preparing teachers for leadership positions or producing responsible teachers who are not going to demand for excessive freedom on their jobs. An emphasis on ethics will produce responsible teachers who will work well with their head teachers to improve their schools without injuring the relationship that exists between the two parties. Future head teachers will enter the teaching profession better equipped with skills that would lead to effective enhancement of leadership in schools. The researcher also suggests doing empirical research in Ibanda’s non-municipality secondary schools and other regions of the country to see whether the study’s conclusions are still relevant. Keywords: Leadership Styles; Burnout, head teacher, School and relationship

The Relationship between Head Teacher’s Democratic Leadership Style and Teachers’ Burnout in Secondary Schools in Ibanda Municipality, Ibanda District, Uganda

The investigated the relationship between head teacher’s democratic leadership styles and teacher burnout in secondary schools in Ibanda Municipality, Uganda. In order to ascertain the relationship between the two variables, a correlation design was used, and to accommodate both qualitative and quantitative data, a mixed approach combining quantitative and qualitative research methods was also adopted. 217 teachers and 15 head teachers from the 15 secondary schools in Ibanda municipality provided the data. A questionnaire was given to the teachers, while an interview guide was given to the head teachers. The Leadership Styles Questionnaire and the Maslach Burnout Inventory served as the foundation for the questionnaire. The findings indicate that democratic leadership style had a positive and strong relationship with burnout. Correlation in them is r= 0.56 and this shows a positive and strong relationship. This means that democratic leadership leads to burnout since both variables move in the same direction. Therefore, high democratic leadership was associated with increased burnout. The researcher recommends that teacher associations such as PTA, UNATU and UPSTU should adopt appropriate policies to push for better services balancing all teachers regardless of their subject orientation. Motivation of teachers should be in the interests of everyone. The central government should also adopt this as a way of motivating all teachers and ensuring they are satisfied with their jobs hence reducing burnout. Municipal education officers should also intensify monitoring and enforce effective human resource manuals in schools to empower head teachers while protecting the interests of the teachers so as to balance and create a win-win situation that is necessary for reducing burnout. The researcher also suggests doing empirical research in Ibanda’s non-municipality secondary schools and other regions of the country to see whether the study’s conclusions are still relevant. Keywords: Leadership Styles; Burnout, Relationship, Style, Teachers and Burnout

Longitudinal associations between adolescents' social-emotional skills, school engagement, and school burnout

This longitudinal study investigated to what extent five key social-emotional skills persistence, academic buoyancy, curiosity, social engagement, and lack of loneliness were associated with adolescents' school engagement and burnout at two timepoints. Furthermore, the role of gender and socioeconomic status were examined. The data were collected from 1021 adolescents (ages 12–14) in the fall of 2021 and 2022. The results were analyzed using structural equation modeling (SEM) and revealed that, in general, social-emotional skills were associated with higher school engagement and lower burnout among adolescents. Curiosity showed a strong relationship with school engagement. Moreover, persistence was associated with an increase in school engagement among adolescents with low-average socioeconomic status. High academic buoyancy and lack of loneliness were associated with decrease in burnout over the school years. The study implies that recognizing the variety of adolescent's social-emotional skills may help to better support adolescents' school engagement and protect them from burnout. Educational relevance and implications statementAccording to the study findings, social-emotional skills, such as persistence and curiosity, were associated with higher school motivation and lower burnout of adolescents. These results suggest that interventions aiming to develop adolescents' social-emotional skills may promote adolescents' motivation. Supporting adolescents' social relationships in school may also protect adolescents from burning out. To better support adolescent students' motivation and well-being at school it is important to recognize the diversity of individual adolescents' needs and strengths in social-emotional skills. Therefore, sufficient education and training would be needed for teachers concerning the variety of social-emotional skills.

A pilot study of academic burnout and stress in undergraduate students: the role of canine-assisted interventions

ABSTRACT Burnout, often linked to increased stress, can impact student mental health, academic success, and overall well-being. To investigate animal-assisted interventions’ (specifically a canine-assisted intervention; CAI) impact on student stress and burnout, a free CAI event was held on campus prior to final exams (n = 41). Self-selecting participants completed the School Burnout Inventory (SBI; Salmela-Aro et al. 2009) and Perceived Stress Scale (PSS; Cohen, Kamarch, and Mermelstein 1983) before and after the event. Results showed a reduction in self-reported levels of stress and burnout from before to after the CAI. The impact of self-determined duration of attendance showed that those who attended the CAI for longer had a greater reduction in stress than did those who spent less time at the event. The findings suggest that CAI events can reduce perceived student burnout, alongside stress, strengthening arguments for CAIs utilisation in academic settings, and considers how the duration of CAI engagement may benefit different students.

The role of stress mindset and academic buoyancy in school burnout in middle adolescence

ABSTRACT School burnout, defined as prolonged feelings of exhaustion, cynical attitude and inadequacy feelings towards schoolwork, can lead to mental problems during adolescence. To find effective ways to prevent burnout, this study examined the synergistic role of two positive personal resources, a stress-is-enhancing mindset and academic buoyancy in relation to school burnout dimensions. The participants were 932 Finnish middle-school 9th-grade (age = 14–15) students. The results of SEM revealed that academic buoyancy and stress-is-enhancing mindset were jointly negatively related to one dimension of school burnout, cynicism. However, the stress-is-enhancing mindset had an indirect effect on all dimensions (exhaustion, inadequacy and cynicism) via academic buoyancy. The findings highlight their joint effect and especially the role of academic buoyancy in relation to school burnout. The implications of the results to burnout prevention and stress theories are discussed.

How School Burnout Affects Depression Symptoms Among Chinese Adolescents: Evidence from Individual and Peer Clique Level.

The impact of peer clique school burnout norms on adolescents' emotional adaptation is becoming increasingly prominent, but its underlying mechanisms remain unclear, especially in China where academic achievement is highly valued. The present study examined how clique burnout norms impact the relationship between school burnout, negative cognitive bias, and depressive symptoms. A total of 904 Chinese adolescents (57% boys; Mage = 12.73, SD = 0.43) participated in a two-wave longitudinal study (initiated in 2015, with approximately a 2-year interval). The results of multilevel models indicated that only in low clique burnout norms, adolescents with high school burnout at T1 would exhibit more negative cognitive bias and suffer from more depressive symptoms at T2, whereas the moderating effect was only observed in all-boys cliques. These findings reflect that a decrease in the overall level of burnout within a peer clique does not necessarily benefit every student, and the adaptation issues of students experiencing burnout still require attention even in a relatively healthy context.

School burnout and schoolwork engagement profiles among French high school students: Associations with perceived academic stress and social support.

Adolescents' well-being at school is positively affected by social support from parents, teachers, and peers and negatively affected by academic stress. However, little is known about how specific academic stressors are related to study-related well-being profiles. This study used a person-centered approach to identify the profiles of high school students based on their school burnout (i.e., exhaustion and cynicism) and engagement levels to examine their associated levels of perceived academic stress, social support, and sociodemographic characteristics. Using cluster analysis on a sample of 540 high school students (67.8% girls), we identified five profiles labeled "Engaged" (22.4%), "Relaxed" (18.9%), "Overextended" (25.6%), "Disengaged" (17.6%), and "Burned out" (15.4%). The "Engaged" and "Relaxed" groups experienced similar levels of perceived social support, but the "Engaged" students showed higher academic stress levels. The "Overextended" group displayed high academic stress with lower social support, while the "Disengaged" group showed low stress with low social support. Finally, the "Burned out" group displayed the highest academic stress and the lowest perceived support. Results are discussed within the demands-resources model of school burnout and clinical implications are presented for each profile.

The role of early maladaptive schemas in late adolescents suffering from school burnout and depressive symptoms

BackgroundThe present study aims to distinguish school burnout from depressive symptoms in late adolescents between 17 and 21 years old by exploring their underlying early maladaptive schemas (EMS). MethodsThe cross-sectional sample (T1) consisted of 514 secondary and higher education students between 17 and 21 years old (Mage = 19.06 (1.10), 80.9% female). Five months later (T2), 190 adolescents participated in the follow-up measurement (Mage = 19.45 (1.18), 81.6% female). ResultsPositive correlations were found between all EMS and school burnout symptoms. When controlling for school burnout symptoms at T1, only the EMS `emotional deprivation', `mistrust', `defectiveness', `social isolation', `failure', `enmeshment', and `emotional inhibition' displayed significant positive associations with school burnout at T2. The EMS `mistrust', `defectiveness' and `failure' showed relations to both school burnout and depressive symptoms. Backwards linear regressions showed that the EMS `vulnerability to harm/illness' and `insufficient self-control' were uniquely related to school burnout symptoms when controlling for depressive symptoms, while the EMS `dependence', `emotional deprivation', `self-sacrifice' and `unrelenting standards' were uniquely related to depressive symptoms while controlling for school burnout symptoms. LimitationsThe gender-unbalanced sample, reduced longitudinal sample size, sole use of self-report measures, and high comorbidity between school burnout and depressive symptoms may have hampered the results. ConclusionsEMS play an important role in the development of school burnout symptoms. The results point towards transdiagnostic cognitive-focused treatment techniques with attention to disorder-specific schemas to tackle school burnout symptoms. More (longitudinal) research is needed to corroborate these initial findings.

Assessing the Prevalence of School Burnout in German High Schools: Psychometric Properties, Gender Differences, and Cut-Off Criteria.

School-related stress and burnout can have serious consequences for students' well-being and academic outcomes. However, there are few studies that assess the prevalence of school burnout, especially in Germany. The present study aims to determine the percentage of N = 1117 high school students who are likely to suffer from school burnout-also with regard to differences in gender and grade level. For this purpose, two different cut-off criteria are compared. Prior to this, the psychometric quality of the MBI-SuS adapted to the school context is examined. The validity and reliability of the three-factor MBI-SuS could be confirmed. Scalar measurement invariance was found for grade level but only partially for gender. The overall prevalence of school burnout of 20.9% found with the common cut-off criterion fits international prevalences, whereas the prevalence of 4.6% (determined with our recommended content-related cut-off criterion) is in line with observations from clinical practice. Depending on the cut-off value, girls suffer slightly more from school burnout, but no differences were found with respect to grade level. Results indicate that a substantial proportion of students are at risk for school burnout, highlighting the importance of prevention and intervention. Criteria for cut-off values should be applied with caution.