School Burnout Research Articles

Effects of Workload on Teacher Burnout in Public Secondary Schools in Tharaka Nithi County, Kenya

Teachers’ ought to work in an environment (context) free from too much stress, anxiety, exhaustion to avoid burnout. However, this is not the case in Tharaka Nithi County. Teachers in the county are faced with numerous stressors that could lead to burnout; limiting their abilities to meet teaching obligations. This study examined the influences of workload on teacher burnout in Tharaka Nithi County, Kenya. The study adopted the descriptive survey design and was founded on the Multidimensional Theory of Burnout and Golembiewski and Munzenrider’s model of burnout. It targeted 104 principals and 6862 teachers from 104 schools in addition to 10 Teachers Service Commission (TSC) officials and 10 Quality Assurance and Standards Officials (QASOs) from Tharaka Nithi County. Out of these, 378 teachers and 31 principals from 31 schools in addition to all the 10 TSC officials and 10 QASOs were sampled using two-stage cluster random sampling, purposively and simple random techniques. Data was collected using questionnaires from teachers, interview guides from TSC officials and QASOs, and data collection forms. Quantitative data from questionnaires were analyzed descriptively by use of frequencies, percentages, means, and standard deviations as well as inferentially by use of Pearson Correlation. For qualitative data from open-ended questions in the questionnaires, interviews, and secondary data transcripts, content analysis was employed. The findings show that there were positive and significant correlation between teacher burnout in Tharaka Nithi County, Kenya (the dependent variable) and workload (r=0.275, P<0.05). Based on the findings it can thus be concluded that workload contributed to teacher burnout. This shows that the various contextual factors contributed to teacher burnout. The study recommends that there is a need to employ more teachers to lessen workload challenges among teachers.

PLS-SEM Validation for Burnout Measures in Latino College Students: A Socially Sustainable Educational Return

Health care is an essential factor in the social sustainability of the university; therefore, it is a challenge and a responsibility to monitor a safe return to school that ensures the support of the physical and emotional well-being of students. In this sense, the Maslach Burnout Inventory-Student Survey (MBI-SS) is a validated resource with robust techniques in several regions of the world to diagnose school burnout. However, few efforts appear in the literature to validate it from a predictive approach in the Latin region. This study aims to validate, from a predictive approach, measures of school burnout in Latino university students from Mexico and Colombia. A total of 235 surveys were administered (Mx. n = 127, Co. n = 108), and a Partial Least Squares (PLS) measurement model was validated using the statistical program SmartPLS 3.3.7. As a result, 22 valid items were obtained in four reliable subconstructs: burnout, family cynicism, inefficacy, and somatization. The value of this research is its contribution to filling two gaps related to the MBI-SS scale (1) to contribute to the validation of the MBI-SS in a Latin context and (2) the use of the nonparametric statistical technique PLS focused on prediction.

Perilaku Hidup Sehat dan Kejenuhan Akademik Mahasiswa Selama Pembelajaran Daring

The issue of COVID-19 pandemic has had a very significant impact and impact on the world of education. All academic activities are carried out online, causing students to experience academic burnout. The problem of academic saturation is expected to be handled appropriately by students so as not to risk short-term and long-term achievement. One of the predictable steps that can be taken is implementing healthy lifestyle behaviors. Therefore, this study aims to determine the relationship between healthy lifestyle behavior and student academic burnout during online learning. The method used is quantitative with a correlational design. The participants involved were 154 students using an incidental sampling technique. Measurement of the study using Health Promoting Lifestyle Profile II (α = 0.906) and School Burnout Inventory (α = 0.760), with data analysis using product moment correlation from Karl Pearson. The results of the study found that there was a negative relationship between healthy lifestyle behavior and student academic burnout during online learning (r = -0.149 with sig.= 0.033). These results indicate that the higher the healthy lifestyle behavior applied by students, the problem of academic burnout will be minimized properly.

The Relationships Between School Climate, School Belonging and School Burnout in Secondary School Students

In this study, the relationships between school climate, school belonging, and school burnout were examined based on the views of secondary school students. 667 middle school students from Dörtyol district of Hatay, selected with a stratified sample, participated in the study. School Climate Scale, School Belonging Scale, and School Burnout Scale were used to collect research data. Descriptive statistics, regression analysis, path analysis, and Sobel test were used to analyze the data. The findings of the study show that secondary school students' perceptions of school climate and school belonging are at a high level; their levels of school burnout are medium. Again, the research findings show that there are significant relationships between school climate, school belonging, and school burnout. School climate and school belonging are significant predictors of school burnout. School belonging has a partial mediating effect on the relationship between school climate and school burnout. School climate, which has a significant impact on the school burnout of secondary school students, has this effect directly or indirectly through school belonging.

The Effect of School Burnout on Academic Achievement and Well-Being in High School Students: A Holistic Model Proposal

This study aimed to contribute to a holistic analysis of the effect of school burnout on academic achievement and well-being in high school students. For this purpose, a structural equation model made up of variables, including self-regulation, student-teacher relationships, peer relationships, family involvement to school, school burnout, academic achievement, and well-being, was tested. The sample of study consisted of 866 high school students from seven different types of high schools. The data of study were collected using a set of eight scales consisting of the Personal Information Form, Self-Regulation Scale, the Friendship Qualities Scale, the Self-Determination Theory-Based Student-Teacher Relationship Questionnaire-High School Form, the Perceived Parental and Teacher Academic Involvement Scale, the Maslach Burnout Inventory-Student Survey, the Academic Achievement (GPA), and the EPOCH Measure of Well-Being (EPOCH). Total six hypotheses were tested with the hypothetical model established within the scope of the study. As a result of the analysis, it was found that all of the hypotheses regarding the proposed hypothetical model were accepted, and the model was confirmed. The findings of the study revealed that each of the variables, namely, self-regulation, student-teacher relationships, peer relationships, and family involvement to school, had a direct and negative predictor effect on school burnout.

Drivers and Consequences of Short-Form Video (SFV) Addiction amongst Adolescents in China: Stress-Coping Theory Perspective.

As a hedonic technology, short-form videos (SFVs) have attracted numerous users. However, one related problem that merits research is SFV addiction, especially among adolescents due to their immature self-control abilities. Although recent research has discussed the formation process of SFV addiction from psychological needs and the SFV features perspective, scarce attention has been paid to investigating the relationship between stress and SFV addiction, as well as the relationship between SFV addiction and its consequences. Therefore, the purpose of this study is to examine whether school burnout (school stress), social phobia (social stress), and parental phubbing (family stress) trigger SFV addiction based on stress-coping theory and, furthermore, whether SFV addiction leads to low levels of happiness (psychological consequence), parent-child relationship quality (relational consequence), and perseverance (behavioral consequence) among adolescents. The proposed model was tested based on data collected from 242 adolescents from across China under the age of 18 with the experience watching SFVs. A covariance-based structural equation modeling (CB-SEM) method was used for data analysis. The results showed that school burnout and social phobia significantly triggered SFV addiction, which later negatively and significantly influenced adolescents' happiness, parent-child relationship quality, and perseverance. The study also found that SFV addiction served as a mediator between the drivers and consequences of SFV addiction. This study provides several theoretical implications. First, this study is one of the first to explain adolescents' SFV addiction from stress-coping perspective, thereby enriching research in the field of SFV addiction. Second, prior research has rarely discussed the impacts of stresses from various environments on addiction behavior in a single study. Therefore, this study contributes to the knowledge of stress-related research in an SFV addiction context. Finally, our study enhances our understanding of the impact of SFV addiction on its consequences, in both an SFV research context and a social media research context.

The Light and Dark Sides of Student Engagement: Profiles and Their Association with Perceived Autonomy Support.

School engagement has assumed an important place in current developmental psychology and educational research due to its potential to address students' low achievement, high dropout rates, and misbehavior. Although much has been written about the antecedents and outcomes of student engagement, literature on how students' level of engagement differs in response to different teaching styles was missing on a large scale. Understanding the patterns and risks linked with student engagement provides opportunities for targeted intervention. This study explored primary school students' engagement and burnout profiles and how different profiles interacted with perceived classroom teaching styles (i.e., autonomy-supportive & autonomy suppressive). Latent profile analysis resulted in four student engagement subgroups: moderately engaged, engaged, moderately burned out, and burned out. Students clustered into engagement groups were likely to report higher autonomy support from teachers. In contrast, burned-out groups were more likely to rate teachers' teaching styles as suppressive (i.e., autonomy suppressive). Collectively, the study indicated that autonomy-supportive teaching behaviors are pivotal in understanding student engagement and school burnout. Thus, tailored teacher-focused intervention programs that enhance teachers' awareness of autonomy-supportive teaching is important. The significance of the findings with the demand-resource model (in the education context) was discussed.

The Relationship Between Sport, Self-Regulation and School Burnout in High School Students

The purpose of this research is to investigate the relationship between sports and self-regulation and school burnout in high school students who are athletes and nonathletes. Relational screening method was used in the research. 387 high school students (188 athletes, 199 non-athletes) participated in the study. The average age of the participants was ± 15.9 years. The participating students were determined by the convenience sampling method. The data of the research were collected with the Personal Information Form, the Perceived Self-Regulation Scale and the School Burnout Scale. The data were analyzed by using the SPSS program, Independent Sample T-Test, One Way Anova Test, Tukey and Pearson Correlation tests. The significance level was accepted as p<0.05 in the analyses. According to the results of this research, the school burnout levels of non-athlete students are higher than those of athlete students. There is no significant relationship between athletes and self-regulation. The school burnout levels of athlete students who workout for 1-4 months and 9-12 months during the year are higher than those who workout for 5-8 months. On the other hand, female students' self-regulation levels are higher than males. The self-regulation and school burnout levels of the participants did not show a significant difference depending on the age.

Coping with School Burnout

Okul tükenmişliği, mesleki tükenmişliğin eğitim yaşamına devam etmekte olan öğrencilerde görülen şekli olarak araştırma konusu yapılmıştır. İlgili literatürde okul tükenmişliğini artıran ya da azaltan faktörlerin, okul tükenmişliğinin yol açtığı olumsuzlukların inceleme konusu yapıldığı görülmektedir. Ancak yaygın olarak ortaya çıkan ve hemen hemen her öğrencinin eğitim yaşamında belli zamanlarda yaşadığı bir problem durumu olan okul tükenmişliğiyle başa çıkma konusuna değinilmediği dikkat çekmektedir. Bu bağlamda bu çalışmada okul tükenmişliği kavramı açıklanmış, sonrasında başa çıkma ve okul tükenmişliğiyle başa çıkma kavramları ele alınmıştır.

Examining the Relationship Between Teachers' Motivation and Burnout Levels in Yemen

The study aims to investigate the relationship between the motivation and burnout levels of teachers in high schools. The population of the research consists of a total of 2331 teachers in high schools in the Central District (Al-Dhehar and Al-Mashanna district) in IBB city in Yemen in the 2020-2021 academic year. The study sample consisted of 336 teachers selected by stratified random sampling technique. For data collection, the Motivational Scale, Maslach Burnout Scale, and Personal Information Form prepared by researchers were used. For processing and analyzing data, the Pearson correlation coefficient and Regression coefficient were used. The results show that the teachers' level of motivation was high and that the level of internal motivation was higher than the external motivation. As for the level of burnout among teachers, the results showed that it was low, and among the dimensions of burnout, the level of the dimension of emotional exhaustion was the highest, which was at an average level. The results also showed that there is a moderate, negative, and significant relationship between teachers' motivation and teachers’ burnout in high schools. In addition, it was found that teachers' burnout has a negative and significant indicator of motivation. The study recommended improving the material and social conditions of teachers, motivating them and setting up counseling programs to enhance their ability to cope with psychological stress.

Reciprocal effects of mathematics performance, school engagement and burnout during adolescence.

Transitioning into adolescence while simultaneously facing greater academic demands as the level of education increases often entails both academic challenges and general declines in students' school-related well-being. Still, however, relatively little is known about the causal relationship between students' academic well-being (i.e., school engagement and burnout) and their performance during the adolescent years. This study examined longitudinal relations between adolescents' mathematics performance, school engagement and burnout (exhaustion, cynicism and inadequacy) across lower secondary education. Data came from a longitudinal research project, following Finnish lower secondary school (grades 7-9) students (N=1131) over 4 years (2016-2019). Students completed standardized mathematics tests and self-report measures of school engagement and burnout at four time points, twice within both 7th and 9th grade. A random intercept cross-lagged panel model (RI-CLPM) was used to examine pathways between engagement, burnout and mathematics performance over time. Higher mathematics performance increased students' engagement and lowered their exhaustion and cynicism over time, whereas both engagement and exhaustion predicted higher performance. Negative relations were also found from inadequacy and cynicism on students' mathematics performance. Furthermore, school burnout predicted engagement both positively (from exhaustion) and negatively (from cynicism and inadequacy) within and between the school years, whereas engagement only predicted cynicism and inadequacy negatively within 7th grade. Findings suggest that the overall relation between students' mathematics performance, engagement and burnout is rather reciprocal, but also, that the relations become more prominent over time, demonstrating the importance of supporting both learning and well-being in school.

The mediator role of school burnout in the relationship between self-regulation and subjective well-being

This study aims to investigate the mediator role of school burnout in the relationship between self-regulation and subjective well-being. Participants of the study are 390 university students aged between 18 and 30. In the study, the Self-Regulation Scale, Maslach Burnout Inventory-Student Survey, and the short form of the Oxford Happiness Questionnaire have been applied to collect data. The results demonstrated that self-regulation positively affects subjective well-being while negatively affecting school burnout as school burnout also negatively affects subjective well-being. Additionally, it was concluded that school burnout has a mediatory role in the relationship between self-regulation and subjective well-being. Based on these findings, it could be stated that any study that would be carried out to promote the self-regulation skills of an individual would lead to positive results in subjective well-being and would improve skills to cope with school burnout.

Influencing Factors and Intervention Strategies of Teachers' Job Burnout in Rural Primary and Secondary Schools

In recent years, the job burnout rate of teachers in China has been on the rise. After reviewing the literature and combining the actual situation of rural primary and secondary school teachers in Shaoguan, it is found that the main factors affecting the job burnout of primary and secondary school teachers are: the pressure brought by the new curriculum reform, teachers' mental health, social expectations and the evaluation mechanism. To effectively alleviate the problem of job burnout of rural teachers, it is necessary to propose targeted solutions. In this regard, schools should pay attention to teachers' needs, provide teachers with social support, improve school management, and carry out mental health education for teachers. Teachers should also learn to self-regulate and maintain their mental health.

Burnout Among Students of Technical Faculties in Serbia – A Case Study

Even though university students are not employees of the faculties, their academic duties (attending classes, taking exams, writing term papers and essays, and so on) can be considered as forms of work, whereby they engage socially with their teachers and other students, which is why student burnout has come into increased focus of numerous studies. The aim of this paper is to examine the relationship between gender, tuition fee status, and year of study and burnout among the students of basic academic studies at one of the public faculties in southern Serbia (N=194) using the School Burnout Inventory (SBI-U 9). The obtained results indicate that moderate exhaustion, cynicism, and the feeling of inadequacy are related to moderate burnout of the majority of the students. It has been determined that gender influences one burnout dimension – exhaustion, while the students’ tuition fee status is related to cynicism and inadequacy, as is their year of study. This study also found that high degree of burn-out increases with the years of study.

Ortaokul Öğrencilerinin Okul Tükenmişlik Düzeyi ile Anne-Baba Tutumu Arasındaki İlişkinin İncelenmesi

Amaç: Bu çalışma, ortaokul öğrencilerinin okul tükenmişlik düzeyi ile anne baba tutumu arasındaki ilişkinin belirlenmesi amacıyla planlanan metadolojik bir çalışmadır.
 Yöntem: Araştırma; İstanbul İl Milli Eğitim Müdürlüğü bünyesinde yer alan Sultangazi İlçesi’nde bulunan 21 temel eğitim kurumunda gerçekleştirildi. Araştırmanın evrenini; Sultangazi İlçe Milli Eğitim Müdürlüğü’ne bağlı 21 Resmi Okulda okuyan 26.849 ortaokul öğrencisi, örneklemini ise araştırmaya katılmaya
 gönüllü 1047 ortaokul öğrencisi oluşturdu. Araştırmanın verileri “Tanıtıcı Bilgiler Formu”, ‘’İlköğretim II. Kademe Öğrencileri İçin Okul Tükenmişliği Ölçeği” ve “Anne-Baba Tutumu Ölçeği” kullanılarak toplandı.
 Bulgular: Bu araştırmada okul tükenmişliği ölçeğinin güvenirliği Cronbach’s Alpha= 0,912 olarak, anne baba tutumu ölçeğinin güvenirliği Cronbach’s Alpha= 0,844 bulundu. Örneklem grubundaki öğrencilerin “okul tükenmişliği toplam” puan ortalaması 56,318±15,201 bulundu. Öğrencilerin Anne Baba Tutumu Ölçeği “Kabul İlgi” Alt Boyut puan ortalaması 28,189±4,940, “Özerklik” alt boyut puan ortalamasının 22,543±5,181, “Denetleme” alt boyut puan ortalaması 22,331±4,386 saptandı.
 Sonuçlar ve Öneriler: Anne ve babaların çocuklarına yönelik kabul-ilgi ve özerklik gibi demokratik tutumlar sergilemelerinin okul tükenmişliğini azaltmada büyük role sahip olduğu belirlendi. Bu sonuçlar ışığında; Anne ve babaların denetleyici tutumu çocuklarına karşı yerine göre sergilemeleri ve öğrencilerin ders başarılarının artması için anne babaların kabul-ilgi ve özerklik tutumlarını daha çok kullanmaları
 önerilmektedir.

Connaissances actuelles des causes du burnout, importance et relations des différentes variables mises en jeu : une revue critique de la littérature

ObjectivesBurnout is a new phenomenon that has been the subject of considerable research in recent years, however, the multitude of its causes make it a complex object of study. This review aims to identify the most studied cases of burnout and the role of their interrelations in the development of burnout. This inventory will suggest new avenues of research and constitute a tool for professionals to use for the implementation of innovative and ambitious policies to enhance the quality of life in the workplace. The 11th edition of the International Classification of Diseases has updated the definition of burnout by taking up Maslach's work, which defines burnout as emotional exhaustion, cynicism and a decline in work-related personal achievement. However, this definition is far from being a consensus and such studies are problematic due to the complexity created by the large number of causes of burnout. Therefore, the aim of this study is to present an overview of the different causes of burnout in order to determine: (a) what are the most and least studied causes of burnout (b) what links exist between these causes and how they can explain the occurrence of burnout, (c) what is the impact of sociodemographic variables in the occurrence of burnout. Materials and methodsFor this purpose, a systematic review of the literature was carried out. The bibliography review has been ongoing since 2014 using data from PsycInfo. The selection criteria for the articles were as follows: The article had to deal with the causes of burnout at work (work demands, work resources, personal resources, personal demands, personality, socio-demographic characteristics). We excluded studies dealing with the physical, social and psychological consequences of burnout, the impact of burnout on the quality of work, other types of burnout (school burnout, associative burnout, in athletes), methods to reduce burnout, and the distinction or comparison between burnout and depression. A total of 119 articles were selected according to predetermined inclusion and exclusion criteria. ResultsThe results show that work demands are the most studied in the literature and demographic characteristics the least studied. While a few variables have been studied many times and show consistent links with burnout, not all of them have been studied. All the demands studied except emotional and mental demands show a positive relationship with burnout and all the resources demonstrate a negative relationship with the exception of social support. For these variables, the work context influences their effect on burnout. Social support can thus lead to the propagation of negative or positive emotions according to the context. Moreover, the study of the interrelationships between the variables shows that the effect of an antecedent on burnout is often dependent on a more global work and individual context. For example, for family-work conflicts, the temporal load increases the effect of the family-work conflict on burnout, while the feeling of personal effectiveness decreases it. ConclusionThe study of mediation and moderation processes can help to understand these sometimes inconsistent links. Therefore, understanding the effect of one variable on burnout without considering the overall work context is particularly complex. The plurality and interaction of the burnout antecedents mean that the impact of some variables on burnout is unstable. However, it also allows for a multitude of possibilities for the prevention of burnout. Further analysis of these processes and of sociodemographic characteristics is still essential in order to have a better understanding of the burnout phenomenon.

How Do High and Low Burnout Students Cope with Stressful Situations? Examining Associations Between Coping Mechanism and School Burnout Syndrome

Previous studies confirmed that maladaptive coping strategies are strongly connected to job burnout. However, little is known about the association between coping strategies and student burnout and the differences between high and low burnout adolescents in the frequency of using them. The purpose of this study was to examine the relationship between strategies of coping with stress and school burnout among Polish high school students. 230 adolescents from Poland (25.7% boys) aged 17–20 (M = 18.25, SD = 0.45) participated in the study. The Polish version of SSBS scale for assessment of the level of school burnout and the Brief Cope Inventory were used. School burnout was significantly associated with lower level of problem-focused coping strategies and higher level of emotion-focused maladaptive coping strategies. Statisticalanalysis confirmed the significant differences in the frequency of using maladaptive coping strategies between high and low burnout students. Regression analysis revealed that lower positive reframing and higher self-blame were the strongest predictors of school burnoutlevel. In the final regression model, 17% of variances in SSBS total score was explained by such coping strategies as: positive reframing, turning to religion, searching for emotional support and denial and venting. We confirmed the significant role of maladaptive coping strategies inincreasing burnout among young people. The findings also indicated that in preventing high school students’ burnout, more attention should be paid to enhancement of problem-focused coping strategies such as positive reframing, turning to religion and emotional support.

Developing a CBT-Based Intervention Program for Reducing School Burnout and Investigating Its Effectiveness With Mixed Methods Research.

This study sets out to develop a cognitive-behavioral therapy-based psychoeducation application to reduce the school burnout levels of secondary school students and to test its effectiveness with the mixed methods research design. For this purpose, qualitative data have been included in the process at three different steps, before, during, and after the experimental application involving an intervention application. The application of the intervention of the research has been carried out with an experimental design with pretest-posttest control group, which is one of the true experimental designs. Experimental and control groups have been determined with 30 students reached by nested sampling method, and the CBT-based psychoeducation practice developed during the research process has been carried out for 9 weeks in the experimental group. During the research, descriptive analysis and content analysis methods have been used in the analysis of qualitative data, normality analysis, and One-Way Analysis of Covariance have been used in the analysis of quantitative data. Findings obtained from the study show that CBT-based psychoeducation practice is an effective approach in reducing school burnout. It has also been determined that the findings obtained from the analysis of the documents obtained during the application and findings from the interview process done after the application coincided with the findings of quantitative methods, and the qualitative findings adequately explain the quantitative findings.

Effects of Academic Motivation on School Burnout in Turkish College Students.

School burnout refers to psychological reactions to academic stress and loads and has been identified as a risk factor contributing to academic failure and subsequent mental health challenges. However, academic motivation, hope, and meaning in life can be potential combating factors against school burnout. This study aimed to examine the effects of academic motivation on school burnout in college students and explore mediator roles of hope and meaning in life. A path analysis was performed with the data collected from 544 Turkish college students to test the direct and indirect effects. The results showed that the direct effects from the three academic motivation variables to school burnout variables were larger than the indirect effects. Both mediators played roles in the relations between amotivation and efficacy and intrinsic motivation and efficacy. The last finding was that hope played more significant mediator roles than meaning in life. The results were discussed, along with implications for faculty, college counselors, and future studies.

Factor Affecting Secondary School Students' Level of School Attachment: School Burnout

The aim of this study is to examine the school burnout factors that affect the level of school attachment of secondary school students. The research was carried out with a total of 326 secondary school students studying in the eighth grade in a secondary school in a province of the Central Anatolia Region. In the research, "School Attachment Scale for Children and Adolescents" developed by Savi (2011) to measure students' school attachment levels, and "Primary Education II. “School Burnout Scale for Level 1 Students” was used. Multiple linear regression analysis was used to examine school burnout as the level of school attachment. SPSS was used in the analysis of the research data. As a result of the research, it was determined that school burnout factors are important factors that predict school attachment. Suggestions for different stakeholders were developed in line with the findings obtained from the research.