School Burnout Research Articles

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.

Classroom Emotional Climate and School Burnout in Secondary School Students: A Hierarchical Regression Model

This study aims to examine the relationship between gender, grade level, classroom emotional climate and school burnout levels of secondary school students. Using a correlational research design, data were collected by random sampling method in this study. The study included a sample of 404 students enrolled in secondary schools located in Batman city, Turkey. Personal information form, Classroom Emotional Climate Scale and Elementary School Student Burnout Scale for Grades 6-8 were used as data collection tools. Descriptive statistics, Pearson correlation coefficient and hierarchical regression analyses were used to analyse the data. The findings showed that there were significant negative correlations between the positive classroom emotional climate and school burnout and significant positive correlations between the negative classroom emotional climate and school burnout. Also, the findings obtained from the hierarchical regression analysis revealed that both positive and negative classroom emotional climate significantly predicted school burnout even after controlling for the potential effects of gender and grade level. These results suggest that interventions that focus on increasing the positive classroom emotional climate and simultaneously reducing the negative classroom emotional climate may effectively reduce school burnout among adolescents despite gender and grade level differences.

Self-compassion and School Burnout in Adolescents During the Lockdown Period: The Parallel Mediator Role of Intolerance of Uncertainty and Positivity

This research aims to investigate the parallel mediating role of intolerance of uncertainty and positivity on the relationship between self-compassion and school burnout. Hypotheses were tested in a sample of 304 Turkish adolescents using mediation analysis (Mage = 14.63).The research consists of data obtained during the lockdown caused by Covid-19 in Türkiye. An online measurement tool was applied to the sample, including self-compassion, intolerance of uncertainty, positivity, and school burnout. The results showed that intolerance of uncertainty and positivity mediated the indirect effect of self-compassion on school burnout. Investigating both negative and positive psychological variables in explaining school burnout can support interventions and policies to be planned in the school environment.

Gambaran Burnout Akademik Mahasiswa Kedokteran Universitas Airlangga Angkatan 2021

A heavy academic burden puts medical students at a higher risk of experiencing academic burnout when compared to the general population. Academic burnout is a term used to describe emotional reactions in the form of fatigue, depersonalization, and decreased self-efficacy in students. This study aims to determine the description of academic burnout in Airlangga University medical students class of 2021. This study used an observational analytic study design with a cross-sectional research design to determine the description of academic burnout in medical study program students. This research was conducted at the Faculty of Medicine, Airlangga University in February–May 2023. Measurement of the level of academic burnout in students was carried out using an online school burnout inventory questionnaire via gform. Respondents who took part in the study amounted to 93 respondents with the majority of respondents 60 students (64.5%) were female and 33 students (35.5%) were male, the age of the respondents was 17-21 years. The most common category of academic burnout found in low category of academic burnout represented by 30 students (32.3%), 8 students (8.6%) with very low academic burnout, 28 students (30.1%) with medium academic burnout, 22 students (23.7%) with high academic burnout, and 5 students (5.4%) with very high academic burnout.

Associations between School Burnout, Perceived Learning Difficulties, and Delayed Graduation from Upper Secondary Education: A Longitudinal Study

The aim of this longitudinal study was to examine how adolescents’ school burnout profiles relate to perceived learning difficulties and delayed graduation in upper secondary education. Adolescents (N = 485, mean age 15.7 years) living in a mid-sized city in Finland completed questionnaires during their upper secondary education in either the academic or vocational track. A person-oriented approach was used, and the results imply that students with perceived learning difficulties are at a higher risk of school burnout than those who do not report learning difficulties. Adolescents with a higher likelihood of belonging to the ‘at risk of school burnout’ profile also had a higher risk of delayed graduation than students in other profiles, as well as those without perceived learning difficulties. In addition, students in the vocational track were more likely to belong to the ‘Not at risk of school burnout’ profile than to the other school burnout profiles. Girls had an increased risk of belonging to one of the three profiles indicating burnout than to the ‘not at risk of school burnout’ profile. These findings suggest that perceived learning difficulties affect adolescents’ lives longitudinally; thus, better identification of these difficulties and more effective support are needed.

The effect of the resilience Psycho-Education program on 8th-grade students' resilience, school burnout, and school attachment levels

This study aims to examine the effects of a Resilience Psycho-Education Program (RPEP) on the resilience, school attachment, and school burnout levels of 8th-grade students. It is an experimental study based on the pre-test, post-test, and follow-up test models, which involves an experimental group, a placebo treatment group and a control group. The independent variable of the research is the Resilience Psycho-Education Program. The dependent variables are 8th-grade students' resilience, school burnout, and school attachment scores. The research was carried out with impartially and randomly selected 54 students who were attending 8th grade in Akyazı, ISE, and Zergan secondary schools in Kızıltepe district of Mardin province in Turkey. Child and Youth Resilience Measure (CYRM-28), Elementary School Student Burnout Scale for Grades 6–8 (ESSBS) and School Attachment Scale for Children and Adolescents (SASCA) were applied to the participants in the study group. In the research procedure, RPEP consisting of 8 sessions was administered to the experimental group; the placebo group took part in media-literacy studies consisting of 7 sessions that were not related to psychological resilience and no procedure was applied to the control group. Follow-up measurements were performed twice, which are two and six months after the application of post-test. To analyze the data, the Kruskal-Wallis H test and Wilcoxon Signed Ranks test were utilized. The research found significant differences (p <.05) between the post-test scores of the experimental, placebo, and control groups in favor of the experimental group in all measurements. The determined effect persisted even after two and six following months. As a result, the findings obtained from the study suggested that RPEP may be an effective means of increasing the psychological resilience and school attachment levels of the students in the experimental group and reducing their school burnout levels.

PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment

In this four-year longitudinal study, we examined how reading comprehension, as assessed with PISA reading achievement, literacy motivation, and school burnout symptoms at the end of comprehensive school predict the choice of educational track (academic or vocational) and educational attainment in upper secondary education. The sample consisted of 1351 Finnish students whose PISA reading achievement, self-concept of ability in literacy, task value in literacy, and symptoms of school burnout (cynicism and exhaustion) were assessed at the end of comprehensive school. Information concerning their educational track during the first year of upper secondary education was derived from self-reports and information concerning the completion of upper secondary education were collected from school registers. The results indicated that PISA reading achievement, self-concept of ability in literacy, cynicism, and exhaustion were unique determinants of educational track choice after comprehensive school. The results suggest that there is a need, in comprehensive schools, to consider not only the development of basic skills but also literacy motivation and school well-being, as these all can have a long-term impact on students' educational paths. Educational relevance statementThe analyses of the present data showed relatively modest predictive value on the part of PISA performance for adolescents' later educational outcomes. The results of the present longitudinal study suggested that PISA reading score does not predict the completion of upper secondary education but that it is a unique predictor of educational choice after comprehensive school over and above other predictors in the model, suggesting that the explanation for the impact of PISA reading on educational track choice is not due to gender, parental socioeconomic status, or motivational or well-being factors. In addition to the PISA reading test score, a high self-concept in literacy and also symptoms of exhaustion increased the likelihood of attending general upper secondary school, whereas symptoms of cynicism increased the likelihood of attending vocational school. The results suggest that there is a need, in comprehensive schools, to consider not only the development of basic skills but also literacy motivation and school well-being, as these all can have a long-term impact on students' educational paths.

Organizational Behavior and its Impact on Teacher Burnout in Public Secondary Schools

The Nigerian education system faces numerous challenges, including high levels of teacher burnout which adversely affect the quality of education. Understanding the dynamics of organizational behaviour is crucial in addressing these issues and promoting teacher well-being. In the context of education, it involves examining the interactions, attitudes, and behaviours of teachers, administrators, and other stakeholders within the school system. This study analyzes the organizational behaviour and its impact on teacher burnout in Nigeria's public secondary schools. The method used in this research is a systematic literature review. The Researcher collected journal articles from Google Scholar, Research Gate, SINTA, Scopus and Web of Science on existing literature and research on organizational behavior and teacher burnout. Information from selected articles was systematically synthesized to present consistent and in-depth findings on the research topic. The detrimental effects of teacher burnout extend beyond individual teachers and impact student outcomes and the overall quality of education. This study emphasizing the significance of implementing strategies that promote collaboration and collegial support among educators, enhance workload management, provide necessary resources and foster teacher autonomy.

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

ABSTRACT Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools. Less is known about teacher experiences in these alternatives. We explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently across school types. We surveyed teachers nationwide (n = 798) in May 2022. Three linear regression models were tested. Results suggested that teacher autonomy and administrative support were significant predictors in each model. Private school teachers experienced greater job satisfaction and morale than traditional public school teachers; charter school teachers had greater levels of morale.

An Investigation into the Variables Affecting School Principals Burnout through XGBoost Method

The present study aims to investigate the impact of organizational psychological capital, organizational citizenship behaviour, individual performance and various demographic variables on school principas’ burnout in public schools. The opinions of princals working in Diyarbakır province and districts between the years of 2016- 2017 were considered. This research employed a survey model, which falls under the quantitative research paradigm. Data were collected from 254 principals through the administration of the Organizational Psychological Capital Scale, Organizational Citizenship Behaviour Scale, Individual Performance Scale, and School Principal Burnour Scale. The collected data were analyzed using the Extreme Gradient Boosting (XGBoost) mining method. The findings revealed several key predictors of principals’ burnout, including altruism, resilience, professional seniority, individual performance, civic virtue, type of school, hope, sportsmanship, school principal’s length of service, marital status, optimism and the district of the school. Based on these results, it is recommended to alleviate principals’ burnout by reducing their responsibilities and creating conducive environments that foster their leadership roles.

Cognitive Distortions Related to Academic Achievement, Impulsivity, and School Burnout in Adolescence

Okul tükenmişliği son yıllarda öğrencileri birçok alanda rahatsız ettiği tespit edilen ciddi bir sorundur. Ancak okul tükenmişliğinde, akademik başarıya ilişkin bilişsel çarpıtmalar ve dürtüselliğin etkisini araştıran çalışmaların yetersiz olduğu söylenebilir. Bu nedenle bu çalışmanın amacı, ergenlerde akademik başarıya ilişkin bilişsel çarpıtmalar, dürtüsellik ile okul tükenmişliği arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu basit rastgele örnekleme yoluyla seçilen 486 ergen oluşturmaktadır. Korelasyon analizi akademik başarıya ilişkin bilişsel çarpıtmalar ile okul tükenmişliği arasında pozitif yönde ve orta düzeyde, dürtüsellik ile okul tükenmişliği arasında pozitif yönde ve düşük düzeyde anlamlı ilişkiler olduğunu göstermiştir. Ayrıca çok değişkenli modelde yapılan regresyon analizi sonuçlarında 1. aşamada akademik başarıya ilişkin bilişsel çarpıtmalar okul tükenmişliğinin %10’nunu açıklarken, 2. aşamada dürtüsellikle ile birlikte okul tükenmişliğinin %13’ünü açıklamıştır. Bu sonuç, ergenlerin okul tükenmişliği düzeylerindeki %13 oranındaki varyansın akademik başarıya ilişkin bilişsel çarpıtmalar ve dürtüsellik tarafından açıklandığını göstermektedir. Bu sonuçlara göre akademik başarıya ilişkin bilişsel çarpıtmaları ve dürtüselliği azaltmak öğrencilerde okul tükenmişliğini azaltmada yardımcı olabilir.

The association between school burnout, school connectedness, and bullying victimization: A longitudinal study

Despite the importance of school connectedness and bullying victimization in students’ school burnout, to our knowledge, very few studies have analyzed their reciprocal associations, and most of them have used cross-sectional designs. So, the nature and directions of these relations have not been established yet. The general aim of this study was to address this gap by testing a longitudinal model of the association between the mentioned variables in a group of Italian students. The participants are 363 students from Italian secondary schools (34% females; Mage = 13.35, SD = 1.47), who took part in three waves of data collection. One hundred and eighty-four students attended middle school (45% females; Mage = 12.01, SD = 0.46), and 179 students attended high school (22% females; Mage = 14.62, SD = 0.836). The adolescents filled out a questionnaire containing self-report measurements of studied variables three times, with an interval of 6 months. At both school levels, the results show the reciprocal and longitudinal role of school connectedness in reducing burnout, and of school burnout in reducing the sense of connectedness to school, both directly and indirectly. On the contrary, bullying victimization is not longitudinally associated with school burnout, whereas it negatively predicts the level of students’ connectedness to school. The study findings have revealed the importance of considering longitudinal and reciprocal associations among school burnout, connectedness, and bullying victimization, and are discussed referring to their implications for research and intervention efforts aimed at promoting students’ school well-being.

AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention

This research investigates the effectiveness of AI generative ChatGPT as a teacher assistant to reduce workload and prevent burnout in secondary schools. Lesson planning and content development were significant contributors to teacher burnout. In response, ChatGPT was tested with tailored queries for English, science, and math subjects, utilising an explanatory research approach to assess ChatGPT’s capabilities in personalised planning and content development, given that there is limited available information around this topic. The study highlights ChatGPT’s benefits in personalised planning through task-specific prompts and AI-human collaboration. Aligned with UAE’s AI integration objectives, the study emphasises balanced use and educational reform potential. Integrating AI tools optimises teacher planning, enhances instructional support, and refines resource allocation, contributing to AI’s academic potential while stressing burnout mitigation’s importance for educational advancement.

O.5.1-2 Associations of active school transport and leisure-time physical activity with educational and school-related mental health outcomes among Finnish adolescents: a nationwide cross-sectional study

Abstract Purpose Physically active pupils may be better and more resilient learners. However, it is unknown whether active school transport (walking or cycling to school) could affect educational and school-related mental health outcomes. We examined the associations of active school transport and leisure-time moderate-to-vigorous physical activity with perceived academic performance, self-reported competency in academic skills (concentration in classroom, writing, reading, and calculation), school burnout, and school enjoyment among Finnish adolescents. Methods We included 34103 eighth and ninth graders (mean age 15.4 years; 53% girls) from the nationwide School Health Promotion study cohort of 2015. We used logistic regression, adjusting for major sociodemographic, lifestyle, and physical activity covariates, to estimate the associations. Results We observed small but positive associations between active school transport and educational outcomes. For example, compared with non-active transport, 10-30 minutes of active school transport a day was associated with 30% higher odds of high perceived academic performance (OR 1.30, 95% CI 1.21-1.40) and 16% higher odds of high competency in reading (OR 1.16, 95% CI 1.07-1.26). Any dose of active school transport was also associated with higher school enjoyment, but no relationship with school burnout was observed. Compared with inactivity, higher doses of leisure-time physical activity were robustly associated with better educational outcomes. For example, the most physically active adolescents had 85% higher odds of high perceived academic performance (OR 1.85, 95% CI 1.65-2.08). Regarding competency in academic skills, the strongest association was observed for calculation (OR 1.57, 95% CI 1.39-1.77). Engaging in leisure-time physical activity, at any dose, was also associated with lower odds of school burnout, and higher odds of school enjoyment. Conclusions Compared with active school transport, engaging in leisure-time moderate-to-vigorous physical activity seems to be more strongly associated with high perceived academic performance, high competency in academic skills, and less school burnout among youth. Despite this, walking and cycling to school might lead to minor improvements in classroom performance and school enjoyment. Funding Source Juuso J. Jussila was supported by the Academy of Finland, Strategic Research Council (#336003).

Students' Perceptions of Self-Compassion and School Burnout

This study aims to examine students' perceptions of self-compassion and school burnout. The relationshipal survey method, which is among quantitative research methods, was used in the study. The study sample consisted of 231 8th grade students studying in central secondary schools in Bolu, Turkey, during the first semester of the academic year 2022-2023. The results show that students' self-compassion is "often" and their perception of school burnout is "partially agreeable." It was found that there are positive and negative significant relationships between the sub-dimensions of self-compassion and school burnout, and that self-compassion significantly predicts school burnout. Suggestions such as including activities in schools that will increase students' perceptions of self-sensitivity and reduce their perceptions of school burnout were included.

School Burnout and Depression Among Adolescents: A High School Example in Sivas City Center

Purpose: This study was conducted to determine the relationship between school burnout and depression among adolescent high school students.&#x0D; Material and Methods: The research employed a descriptive research design. The sample of the study consisted of 402 students enrolled in a public high school during the 2022-2023 academic year. Data were collected using the School Burnout Scale (SBS) and the Beck Depression Inventory (BDI). The data were transferred to the SPSS 22.0 program and analyzed using descriptive statistical analyses, as well as Pearson correlation analysis.&#x0D; Results: The mean age of the students was 16.18 (SD=4.26), with 47.7% being female students, and 70.6% indicating experiencing career concerns. The mean total score of the SBS for the students was 106.86 (SD=10.46) (min: 34, max: 136), with 73.2% of the students showing no signs of depression and 26.8% exhibiting symptoms of depression. A statistically significant positive correlation was found between age and school burnout. When comparing the mean SBS scores of the participants according to their socio-demographic characteristics, significant differences were found in gender, grade level, maternal education level, paternal education level, income status, place of residence, career concerns, and depression symptom groups according to BDI (p

Relationships of Academic Support and Attitude Towards Future Career with Academic Procrastination in Students: The Mediating Role of Academic Burnout

Background: Given the negative effects of procrastination on various aspects of student’s academic and personal lives, as well as the role of psychological and environmental variables in various academic problems, this study investigated the mediating role of academic burnout in the relationship between academic support and attitude towards a future career with academic procrastination in high school students. Methods: The statistical population in this descriptive correlational study consisted of all male senior high school students in Gachsaran County, Iran, in the academic year 2021 - 2022, of whom 234 were selected as the study sample using cluster sampling. Data collection was done using the Attitude to Future Career Questionnaire, Academic Support Scale, Academic Procrastination Scale, and School Burnout Inventory. The data were analyzed statistically using the Pearson correlation coefficient and path analysis in SPSS-22 and AMOS. Results: The results showed that the direct effect of academic support on academic procrastination was statistically significant (P &lt; 0.001). In addition, the direct effect of attitude toward the future career on academic procrastination was not significant, but its indirect effect on academic procrastination was (P &lt; 0.001). The results also indicated the significant direct effect of attitude toward the future career on academic burnout (P &lt; 0.001), whereas there was no significant relationship between academic support and academic burnout. Conclusions: The study findings demonstrated that academic burnout could mediate the relationship between attitude toward a future career and academic procrastination. Moreover, the research model fitted the data well. Therefore, researchers, school counselors, and child and adolescent psychologists are recommended to pay special attention to the factors affecting academic burnout when developing educational and therapeutic interventions aimed at reducing academic procrastination among students.