School Burnout Research Articles

Indicated Stress Prevention Addressing Adolescents with High Stress Levels Based on Principles of Acceptance and Commitment Therapy: A Randomized Controlled Trial

Introduction: Stress affects many adolescents and is associated with physical and mental health symptoms that can have a negative impact on normative development. However, there are very few evidence-based, specific treatment approaches. The aim of the study was to investigate an eight-session group intervention using components of Acceptance and Commitment Therapy (ACT) enriched with elements of CBT (psychoeducation, problem solving) and art therapy, compared to a waitlist control (WLC) group, regarding its efficacy in reducing stress and associated symptoms. Methods: We conducted a randomized controlled trial in eight cohorts. Eligible participants were 13–18 years old with elevated stress levels. Via block-randomization (n = 70), participants were allocated to receive ACT (n = 38) or WLC (n = 32) and subsequent ACT. We used a multimodal assessment (self-reports, interviews, ecological momentary assessment, physiological markers) before treatment (T1), after the training of the ACT group (T2) and after subsequent training in the WLC group (T3). Primary outcome was perceived stress at T2 assessed with the Perceived Stress Scale. The trial was preregistered at the German Clinical Trials Register (ID: DRKS00012778). Results: Results showed significantly lower levels of perceived stress in the ACT group at T2, illustrating superiority of ACT compared to WLC with a medium to large effect size (d = 0.77). Furthermore, the training was effective in the reduction of symptoms of school burnout and physical symptoms associated with stress. Conclusion: Indicated prevention, especially when based on the principles of ACT and CBT, seems efficient in significantly decreasing stress in adolescents with increased stress.

Social Support, Engagement, and Burnout: A Comparative Analysis of Student Athletes and Regular Students in Finnish Lower Secondary Schools

This study investigated the relationships between maternal, paternal, teacher, and peer social support, behavioral engagement, and school burnout among Finnish lower secondary student athletes ( n = 209) and regular students ( n = 156) using cross-sectional questionnaire data collected in Grade 7. Structural equation modeling revealed positive associations between social support and student behavioral engagement, and negative connections between social support and behavioral engagement and school burnout. Behavioral engagement mediated the association between maternal and peer support and school burnout, and teacher support was the strongest direct predictor of school burnout. Student athletes displayed stronger associations between behavioral engagement and school burnout in comparison to regular students. The results contribute to our understanding of the interplay between individual and environmental resources in shaping student athletes’ and regular students’ well-being in lower secondary school.

Adolescents’ Relational Resources and Health Risky Behaviours during the COVID-19 Pandemic: Online School Burnout and Psychological Well-Being as Mediators

The study aimed to examine whether the students’ psychological well-being and online school burnout are mediators in the association between relational resources and engaging in risky behaviour by adolescents. 186 primary and secondary school students took part in an online survey. Students’ psychological well-being was a mediator in the association between relational resources and socially unacceptable stimulating behaviours, while e-learning burnout mediated the relationship between relational resources and health and life-threatening behaviours. The findings emphasise the critical role of strengthening the students’ potential and stress resilience and building a support social network.

Analysing influencing factors and correlation paths of learning burnout among secondary vocational students in the context of social media: An integrated ISM–MICMAC approach

By analysing the factors influencing secondary vocational students' learning burnout in the context of social media, this study unearthed the underlying causes of learning burnout. It also determined the correlation paths among the factors influencing learning burnout, providing references for educational and pedagogical improvement. This contributes to preventing secondary vocational students' learning burnout and enhancing learning efficiency in secondary vocational schools. Combined with previous research results and a theoretical basis, this study identifies 10 influencing factors employing the Delphi method, and uses Interpretative Structural Modelling (ISM) and Matrice d' Impacts Croisés Multiplication Appliqués à un Classement (MICMAC) to elucidate the relationship between influencing factors of learning burnout among secondary vocational students in the context of social media. This study also constructs a corresponding mechanism model and subsequently proposes prevention and improvement strategies. The results show that the overdevelopment of social media, as driving factors, has the greatest impact on secondary vocational students' learning burnout. Simultaneously, it takes the lead in addressing cognitive bias among students, decreased self-control, and low learning efficiency, factors that contribute to learning burnout. This is particularly beneficial in alleviating the degree of learning burnout among secondary vocational students in the context of social media and improves overall learning outcomes for these students. The hierarchical structure and correlation paths identified in this study offer robust invaluable guidance for developing a scientific program to address the problem of learning burnout among this demographic. This includes implementing related educational practises, thereby reducing the unpredictability of the practical applications.

Developmental changes in school burnout: The importance of sleep and problematic Internet use.

School burnout remains a prevalent problem among adolescents; it is associated with low academic achievement and school dropout risk, in turn linked to a whole host of deleterious developmental outcomes. The current longitudinal study sought to better understand the developmental course of school burnout by testing whether poor sleep and problematic internet use each uniquely and additively explained the variance in school burnout over time. Data were collected four times over 18 months, 6 months apart from N = 405 adolescents, grades 9 to 11. Sleep quality, but not quantity, was significantly associated with the school burnout intercept (β = -0.29); no effects were found for the slope. Problematic internet use was also significantly associated with the intercept (β = .44), but not the slope. In a combined model, both sleep quality and problematic internet use significantly predicted the school burnout intercept. The slope was only predicted by age (β = -0.21). The study found partial support for the hypotheses that both poor sleep quality and problematic internet use predicted school burnout, intercept only, not the rate of change. The evidence suggests that school burnout increased across high school; however, the rate of increase slowed with age. In contrast to some previous work, study findings highlight the importance of separately considering both poor sleep and problematic internet use in understanding the development of school burnout during adolescence. N = 229.

Explanation of subjective well-being from school burnout or sensation seeking: which is the biggest predictor for religious students

The purpose of this study was to prove the relationship between positive and negative emotions from subjective well being with school burnout and sensation seeking in religious students.. This is a survey or non-experimental study using a cross-sectional technique on a sample of religious students (n = 205) taken by convenience sampling. Data collection was taken with the classical arrangement of each class in the school after approval of research procedures and ethical codes from the research institute. Data were taken from the Positive Affect Negative Affect Schedule scale, School Burnout Inventory and Brief Sensation-seeking. The results in this study explain that positive emotions have a negative relationship with school burnout but simultaneously a stronger positive relationship than negative emotions with school burnout. Then sensation seeking is positively related to positive emotions and it is also positively related to negative emotions, these results also provide recommendations for further research on whether sensation seeking can be a mediation to increase or decrease the relationship of two other variables such as the relationship between positive and negative variables because it supports positive and negative emotions.

The relationship between parent’s mental health and professional functioning and students’ e-learning burnout and well-being during the COVID-19 pandemic

Student burnout is an issue rarely analysed in Polish literature, and even fewer studies take into account the knowledge of parents about such an educational problem. So far, only a few studies have focused on the psychological characteristics of parents related to school burnout, such as the quality of family relationships, attachment style, parental attitudes or upbringing style. However, there are no studies in the literature that take into account both the children’s and the parents’ psychological characteristics associated with school burnout. Therefore, the main aim of the current study was to test whether mental health and parental professional functioning characteristics are related to the student online school burnout syndrome during the COVID-19 pandemic. The analysis covered 29 parent-adolescent dyads. In the entire group of respondents, the significant relationship between the student burnout symptoms perceived by parents and the online school burnout from the students’ perspective was confirmed. Student burnout with distance learning correlated positively with the mental health problems of parents and negatively with the well-being of students. Student burnout from distance learning did not significantly correlate with work flow and online job burnout of parents. The findings indicated the importance of the simultaneous evaluation of the problem of educational burnout by the parent-adolescent dyad. In this context, the active involvement of parents in preventive interventions regarding the mental health of their children can be an important factor contributing to minimising the risk of developing school burnout symptoms.n

“I realized I was not alone”: A mixed-methods investigation of the implementation of Ubuntu groups to reduce burnout and social isolation in an allopathic medical School in the Southeastern United States

Purpose/Background Healthcare providers experience higher rates of workplace burnout, a reality highlighted by the COVID-19 pandemic. In response, small groups, inspired by South African philosophy, Ubuntu, were introduced to decrease burnout and social isolation and build community and belonging. This study examines how participation in these groups can impact these measures. Methods In this mixed-methods study, trained facilitators led small groups that utilized story-sharing to foster connections within the group and broader community. Quantitative and qualitative data were analyzed separately and merged to identify convergence. Results Three main qualitative themes emerged: 1) seeking and building connections and community, 2) curiosity, learning, and growing, and 3) open-hearted and thriving. These themes were linked to quantitative outcomes, showing a statistically significant decrease in social isolation among staff/faculty and students. Furthermore, faculty/staff exhibited reduced burnout compared to students, while students reported increased feelings of belonging. Conclusion Participation in Ubuntu groups positively influenced students’ sense of belonging, reduced faculty/staff burnout, and alleviated social isolation for all participants. Future research should explore the potential of this intervention to further promote wellness on medical campuses. Programs emphasizing the well-being of individuals, including faculty, staff, and students, are crucial for supporting the overall health of medical communities and the wider society.

Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms.

According to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs. Because of assumed heterogeneity within these two meaning systems, we aim to (1) examine multiple-mindset profiles based on mindset, achievement goals and effort beliefs, by using a data-driven person-oriented approach, and (2) relate these different profiles to several outcome measures (academic achievement, motivation and school burnout symptoms). Self-report questionnaire data were collected from 724 students (11.0-14.7 y.o.; 46.7% girl; 53.3% boy; Mage = 12.8 y.o.). Latent profile analysis was conducted using mindset, achievement goals and effort beliefs. Four profiles were revealed: one fixed-mindset profile and three growth-mindset profiles, which differed in their performance goal levels (low, moderate and high). Growth-mindset students with low- or moderate-performance goals had more advantageous outcomes, for example, higher math grades and lower school burnout symptoms, compared to growth-mindset students with high-performance goals. Fixed-mindset students had the least advantageous outcomes, for example, lower grades, less intrinsic motivation and more school burnout symptoms. Our study emphasizes the importance of taking a holistic approach when examining mindset meaning systems, revealing the importance of the level of performance goals and including multiple academic outcomes.

Smartphone addiction and psychological wellbeing among adolescents: the multiple mediating roles of academic procrastination and school burnout

ABSTRACT Smartphone addiction adversely affects adolescent psychological wellbeing. However, little is known about the role of academic procrastination and school burnout in this relationship. The main objective of the current study was to examine the associations between smartphone addiction and psychological wellbeing, a multiple mediation analysis that included academic procrastination and school burnout. The participants consisted of 409 adolescents whose ages ranged between 13 and 19 years (M age = 16.024, SD = 1.674). Analyses revealed the serial mediating role of academic procrastination and school burnout between smartphone addiction and psychological wellbeing was accepted. Overall, these results suggested that the smartphone addiction is a risk factor for adolescents’ psychological wellbeing and that academic procrastination and school burnout also increase this risk.

Antecedents of school burnout: A longitudinal mediation study

School burnout is a growing problem among university students. This two-wave longitudinal study examined the mediating effects of academic self-efficacy, grit, and academic resilience in the relationship between academic perfectionism and helicopter parenting, and school burnout in university students based on the Theory of Self- vs. Externally-Regulated Learning (SRL vs. ERL), and Social Cognitive Theory (SCT). A total of 481 college students completed measurements at Time 1 (T1) and Time 2 (T2) (Mage = 22.2; 61.5% female, 38.5% male). For analysis, the SPSS version 26 and Mplus version 7.0 were used. The results reveal that academic self-efficacy, grit, and academic resilience at Time 2 mediate the relationship between academic perfectionism and helicopter parent attitude at Time 1 and school burnout at Time 2. These findings reveal the key role of self-efficacy, grit, and academic resilience in reducing school burnout.

Changes in Sports Participation, Specialization, and Burnout From 7th to 12th Grade: Final Results From a 6-Year Longitudinal Study.

Previous studies show alarming rates of burnout and dropout from sports participation and physical activity in the youth population. Early sports specialization may increase the risk of injury, burnout, and eventual dropout from sports. Sports participation will decrease, specialization will increase, and burnout will increase from junior high to high school. Prospective longitudinal study. Level 2b. The graduating class of 2023 was surveyed longitudinally in the fall of each school year from 7th to 12th grade (n = 35-77 from middle to high school based on new enrollment participants and attrition). Survey questions asked about sports participation, specialization, and burnout. Responses were analyzed by grade level using mixed effects linear and logistic regression accounting for repeated measures. The number of days per week in which students engaged in at least 60 minutes of strenuous exercise progressively decreased from 7th through 12th grade from 4.0 to 2.3 days per week (P < 0.01). The percentage of students participating in sports also decreased from 7th to 12th grade from 82% to 39% (P < 0.01). More students stopped participating in a sport (38% vs 22% to 29%, P = 0.04), quit a sport to focus on a single sport (60% vs 46% to 49%, P = 0.01), or reported that 1 sport was most important to them (71% vs 54% to 67%, P = 0.06) in 9th grade. Burnout in sports did not differ significantly by grade level (19% to 23%, P > 0.99). In contrast, burnout in school was significantly more common in high school (54% to 69%) compared with middle school (36%, P < 0.01). Burnout in school was higher in female students compared with male students (68% vs 38%, P < 0.01). Organized sports participation and general physical activity decreased from middle to high school, with the entry into high school at 9th grade being a time at which a significant number of students dropped other sports to specialize in a single sport or stopped participating. Burnout in sports did not appear to increase with age; however, there was an increase in school-related burnout as students transitioned from middle to high school. Our results highlight the need for continued research into sports participation, specialization, and burnout in adolescents. In addition, health professionals and the community (parents, coaches, teachers) supporting youth athletes may consider positive interventions during the periods of transition from middle to high school to include facilitating different tracks of sports participation (including a developmental or recreational model of play) to reduce dropout from sport and supportive measures to lessen burnout from sports and from school.

HUBUNGAN KARAKTERISTIK MAHASISWA DENGAN BURNOUT AKADEMIK PADA MAHASISWA KEDOKTERAN

Due to Covid-19 pandemic, learning process has changed and students had to adapt with massive rise of online learning. If the students could not adapt to the academic process, it will cause to a decline in academic achievement. The factors related to academic burnout that is to identified. The aim of this study is to investigate the related factors that cause academic burnout in medical education students. The cross- sectional study was conducted on 104 second year medical students of Universitas Trisakti using the School Burnout inventory-Indonesian version to assess academic burnout. Data analysis was performed using Chi-square. This research found that 62,5% of students experienced mild burnout and only 4,8% of them did not have burnout. Meanwhile 32,7% of the students experienced moderate to severe burnout. There is no relationship between age, gender, and academic achievement with academic burnout. The conclusion of this research is there was no significant relationship between age, gender, academic achievement with academic burnout. It is necessary to identify the internal and external factors that are related to burnout and academic achievement

Support from parents, teachers, and peers and the moderation of subjective and objective stress of secondary school student

During adolescence, students increasingly report suffering from stress and school burnout, which poses a risk to students’ healthy development. However, social support may counteract perceived stress according to the Buffering Hypothesis and the Conservation of Resources Theory. In search of factors that would support healthy student development, studies have primarily focused on self-report data and neglected biophysiological processes. Addressing this research desideratum, this study examined whether perceived social support buffers the interplay of self-reported stress considering biophysiological markers (i.e., cortisol, alpha-amylase, oxidative stress, and telomere length). 83 secondary school students (Mage = 13.72, SD = 0.67; 48% girls) from Germany participated in a questionnaire study and biophysiological testing. Moderation analyses in R revealed that support from parents moderated the relationships between psychological stress as well as cynicism and inadequacy at school linked to alpha-amylase.

Burnout in early year medical students: experiences, drivers and the perceived value of a reflection-based intervention

IntroductionAccording to the 11th Revision of the International Classification of Diseases, burnout is defined as a syndrome resulting from chronic work-related stress that has not been successfully managed. Burnout is increasingly prevalent amongst medical students and has been shown to lead to worsened academic engagement, feelings of inadequacy, poor mental health and increased risk of withdrawal from the course. The aim of this study was to explore the experience of burnout amongst early year medical students and evaluate the perceived impact of a reflection-based intervention on their awareness and experience of burnout.MethodsThe reflection-based intervention comprised two tutorials covering the presentation, drivers, impact and management strategies for burnout syndrome. These were introduced into the second-year medical curriculum at Imperial College London. As part of the reflection-based intervention, students were invited to complete an anonymous Qualtrics form three times during the academic year. This included the Shirom-Melamed Burnout Measure (SMBM) and a free-text question prompting the student to consider their stressors at the time of completing the intervention. The former is composed of 14-questions measuring the extent of feelings or behaviours suggestive of burnout, divided into three categories: physical fatigue, cognitive weariness and emotional exhaustion. At the end of the academic year, students were invited to participate in an online focus group to further explore their experience of burnout and their perceived value of the reflection-based intervention. Results of the SMBM were explored descriptively; free-text questions and the focus group transcript were analysed using inductive thematic analysis.ResultsA total of 59 submissions for the reflection-based intervention were analysed: 26 students participated and consented in the first round, 8 in the second and 25 in the third round. Overall median burnout scores were 4 (IQR 3–5), 2 (IQR 1–4) and 3 (IQR 2–5) in each round of the SMBM, respectively. A total of 8 (30.8%) met the threshold for severe burnout (≥ 4.4) in round 1 of the questionnaire, zero in the second round and 4 (16%) in the third round. Physical and cognitive fatigue showed higher median scores than emotional exhaustion in every round. Four students participated in the focus group, which had two sections. The first was reflecting on burnout in medical school and the intervention, which revealed four themes: (1) indicators of burnout (often insidious, but may involve lack of energy and motivation, or changes in perceived personality); (2) perceived drivers of burnout (perceived expectation that medical school is supposed to be challenging and consistent prioritisation of work over wellbeing); (3) working habits of medical students (unachievable self-expectations and feelings of guilt when not working); (4) value of the intervention (the teaching and reflection-based intervention prompted students to identify signs of burnout in themselves and consider management strategies). The second section included considerations for implementing burnout interventions into the medical school curriculum, which revealed three themes: (1) desire to learn about burnout (students hoped to gain insight into burnout and methods of prevention as part of their curriculum); (2) importance of community (group interventions and the involvement of Faculty helped students feel less isolated in their experiences); (3) feasibility of interventions (sustainable interventions are likely to be those that are efficient, such as using multiple-choice questions, and with allocated periods in their timetable).ConclusionSecond-year medical students demonstrated symptoms and signs of burnout, including exhaustion, lack of motivation and changes in personality. They also expressed a desire to gain greater awareness of burnout and insight into preventative strategies within the medical curriculum. Whilst certain drivers of burnout can be prevented by students themselves through adequate prevention strategies, many remain systemic issues which require curriculum-level change to be effectively addressed. The students found that the reflection-based intervention was effective at improving their perception of burnout and a convenient tool to use, which could be implemented more widely and continued longer-term throughout medical school.

School burnout in adolescents: what are the roles of emotional autonomy and setting life goals?

ABSTRACT This study was conducted to investigate the mediating role of setting life goals in the relationship between emotional autonomy and school burnout. The mediation model was tested on 304 high school students [156 (51.3%) females, 148 (48.7%) males; Mage = 16.12, SD = 1.20]. According to the results, we found that school burnout had negative significant correlations with emotional autonomy and setting life goals. On the other hand, there was a significant positive correlation between emotional autonomy and setting life goals. The analysis results indicated that setting life goals had a mediating role between emotional autonomy and school burnout. Accordingly, emotional autonomy promoted setting life goals and contributed to mitigating school burnout. In this respect, this study points out that some positive emotional factors have a protective function against school burnout.

Türk Adölesan Öğrencilerde Okul Tükenmişliği ve Kariyer Kaygısı

High school is a period when adolescents often experience career anxiety. Career anxiety can increase school burnout, and school burnout can intensify career anxiety. The objective of this study was to identify the relationship between adolescent students' burnout and career anxiety. This is a descriptive study. The 490 voluntary adolescent students studying at a state high school in Turkey constituted the sample of the research. The students have a mean age of 15.77 (SD = 3.46), and 55.3% are female. The total School Burnout Scale (SBS) mean score: 96.48 (SD = 12.20), and total Career Anxiety Scale (CAS) score: 49.56 (SD = 7.48) of the students. Statistically significant positive correlations were found between the total score and subscale scores of SBS and CAS. Female students had statistically lower CAS scores and higher SBS compared to male students. Students whose mothers had a bachelor's/master's degree had lower CAS scores and higher SBS compared to students whose mothers had other education levels. Additionally, there was a statistically significant positive correlation between students' age and SBS total and CAS total scores (p

Exploring Teacher Leadership’s Effect on Teacher Burnout: Does School Rurality Make a Difference?

In literature, both teacher leadership and teacher burnout have been heavily studied. However, it is unknown to what extent teacher leadership makes a difference in teacher burnout, and whether school rurality makes a difference in between. This study fills the research gaps by conceptualising teacher leadership from both instructional and non-instructional dimensions and applying a quantitative method to large-scale national data. Findings revealed that (a) rural teachers presented higher levels of teacher leadership practices; (b) rural and non-rural teachers presented the same levels of burnout; and (c) both instructional and non-instructional dimensions of teacher leadership practices helped reduce teacher burnout in general, but rurality moderated the two effects differently, where instructional teacher leadership had a larger effect in non-rural schools while non-instructional teacher leadership presented a larger effect in rural schools. Discussion and recommendations for further research of teacher leadership and teacher burnout in rural schools are presented.

Factors influencing teacher wellbeing and burnout in schools: A scoping review.

Teacher's wellbeing and mental health play a pivotal role in learning experiences and educational environment. For a better future, we need thriving teachers with strong wellbeing. The current scoping literature review aimed to explore the factors fostering wellbeing and causing burnout among school teachers. Applying appropriate search terms to relevant databases for the years 2016-2020 yielded 934 potentially relevant research articles which were further filtered to 102 articles. The findings of this review suggested that emotion regulation, positive workplace milieu and teacher self-efficacy (feeling successful as a teacher) are important factors fostering teachers' wellbeing whilst negative workplace environment and negative emotions along with feeling marginalized or bullied by coworkers are factors behind teacher burnout. The strengths of this study include a rigorous research design and relational analysis approach. Teacher wellbeing needs a workplace environment with minimum bullying and marginalization. An atmosphere of respect, inclusion, and mutual teacher support is needed to promote wellbeing.

SCHOOL BURNOUT IN SECONDARY AND HIGH SCHOOL STUDENTS

This review study is prompted by an assumption that secondary and high school pupils are more sensitive to school burnout. The objective of this paper is to evaluate burnout studies to determine the concept of school burnout as well as the elements that impact it. This review incorporates three years of studies on the link between school burnout and secondary and high school student performance as well as recognized cognitive and emotional factors that account for this association. Previous reviews have found moderate correlations between these variables; however, few have discussed the mediating and moderating factors that influence this connection. Systematic searches of psychiatric, educational, and pertinent internet sources were done in December 2022 for research studying school burnout and performance in secondary and high school demographics released between 2019 and 2022. Thirty-eight papers were eligible. The findings from the review of these studies revealed that school burnout was modestly connected to performance. In addition, several mediating and moderating variables, such as emotional tiredness, academic pressure, and family participation, were discovered. However, due to the lack of longitudinal studies analyzed, additional research into how these variables interact over time is required to prove causality and discover the dynamic connection between school burnout, performance, and the motivational and cognitive factors that influence it.