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Copyright of Conhecimento & Diversidade is the property of Conhecimento & Diversidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current study investigated the relationship between regulatory focus, perfectionism, and school burnout. Regulatory focus theory posits two self-regulatory styles: promotion focus and prevention focus. Similarly, perfectionism also consists of two components: perfectionistic strivings and perfectionistic concerns. Taken together, promotion focus and perfectionistic strivings commonly show an approach orientation, while prevention focus and perfectionistic concerns demonstrate an avoidance orientation. In school settings, a plethora of research has investigated the relationship between perfectionism and school burnout, while little research on the relationship between regulatory focus and school burnout has been conducted. Given that regulatory focus and perfectionism share a commonality, both concepts need to be examined together to predict school burnout. As such, the purpose of this paper was to extend current research by examining school burnout from both perspectives. The current study investigated the relationship between regulatory focus, perfectionism and school burnout (as measured by inadequacy, exhaustion, and cynicism). In this study, 200 undergraduate students answered a questionnaire. Then, correlation, hierarchical regression and moderation analyses were conducted. The results indicated that promotion focus negatively predicted inadequacy, while prevention focus positively predicted all three subscales of school burnout. Moreover, perfectionistic strivings positively predicted exhaustion and perfectionistic concerns positively predicted exhaustion, cynicism, and inadequacy. Limitations and future directions are discussed. [ABSTRACT FROM AUTHOR]

University students' study outcomes, their psychological wellbeing in particular, have been considered closely by both education researchers and practitioners. It is worth exploring ways to improve the quality of life of students, especially during the pandemic period when millions of students around the world have taken online courses at home. This paper tests the influence of playfulness on the levels of life satisfaction and school burnout of college students. To examine our hypotheses, we distributed our survey to 353 Chinese university students (mean age 20.10 years) in their online learning semester in 2020 due to the outbreak of COVID-19. Correlation analysis and path analysis were applied to analyze the data. The results show that playfulness positively relates to life satisfaction and negatively correlates to school burnout. Moreover, a sense of control mediates these relationships. Both theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

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

School burnout syndrome is typically defined through exhaustion from academic demands, cynicism toward school, and feelings of inadequacy as a student, identically as occupational burnout syndrome. This approach neglects the context of education, while equating it with formal employment, overlooking differences between the status of a student and a worker. Therefore, this study aimed at better understanding diverse aspects of school burnout and its contextual risk factors in order to provide a more comprehensive conceptualization of this phenomenon. Methodologically relying on the grounded theory approach and conceptually on Bronfenbrenner's ecological model, we conducted and analyzed 25 semi-structured individual interviews with Serbian secondary school students that exhibited high scores on the School Burnout Inventory. Five interconnected main themes emerged: Loss of meaning, Intense emotional reactions and states, Perceived incompetence triggered by comparison with classmates, Guilt-induced withdrawal, and Impaired physical health. External factors included Unsupportive and pressuring family and Disengaged teachers. Finally, alongside advocating for preventative measures, such as educational policy and practice changes, we offer a novel theoretical conceptualization of school burnout syndrome. We also argue that the emergence of school burnout syndrome is not an individual's collapse stemming from inner limitations, but a symptom of systemic deficiencies within the educational system. [ABSTRACT FROM AUTHOR]

The current study investigated the longitudinal associations among helicopter parenting, self-control, and school burnout over a one-year period in 416 Chinese adolescents (Time 1 Mage= 16.23, SD = 0.77). Perceived maternal helicopter parenting was significantly associated with lower levels of self-control and higher levels of school burnout experienced by adolescents at both time points. After controlling for the autoregressive effect of self-control at Time 1, adolescents' perceptions of maternal helicopter parenting at Time 1 predicted lower levels of self-control at Time 2. Perceived maternal helicopter parenting at Time 1 did not predict school burnout at Time 2 after the autoregressive effect of school burnout at Time 1 was considered. Earlier levels of self-control predicted higher levels of school burnout at Time 2 even after the autoregressive effect of school burnout at Time 1 was considered. By contrast, earlier levels of school burnout of adolescents did not predict self-control ability longitudinally. Taken together, these results support a unidirectional hypothesis that helicopter parenting contributes to school burnout through lowering individuals' competence in self-regulation. Perceived maternal warmth did not moderate the associations between maternal helicopter parenting with self-control and school burnout, which suggests that helicopter parenting may still be maladaptive for academic-related outcomes even it is perceived to be warm. [ABSTRACT FROM AUTHOR]

This paper examines the development of school burnout among Finnish youth aged 16-18, specifically with regard to the following three components: a cynical attitude toward the school, feelings of inadequacy as a student, and exhaustion at school. There is evidence of an increase in all three components over time, but only among students on the academic track. There appear to be differences in burnout levels between those who drop out from school and those who do not, and the risk of an individual with high levels of cynicism or feelings of inadequacy dropping out is clearly higher than among those who score low on these two components. When various explanatory variables are controlled for, cynicism still remains a significant factor explaining drop out, and a low grade point average appears to be a major explanatory variable for school dropout. This study is especially interesting in the context of Finland, known for its equality-striving and high-quality educational system. Finnish youth, compared with youth in many other countries, nevertheless have a low level of in-school well-being. We use the Finnish Educational Transitions data ( N = 878) collected in four waves, the first three on an annual basis and the fourth 5 years after the first one. [ABSTRACT FROM AUTHOR]

The paper presents the problem of burnout in children at the age of 12 - 16 years. This is one of the factor responsible for the negative attitude of students towards school and significant decreases in motivation to learn in secondary-school-aged. The expectations of parents and teachers regarding children's grades surpass the grades the children might realistically receive. There is no scale available in Poland applicable to the problem of school burnout, thus the Elementary School Students Burnout Scale (ESSBS) was translated and adapted by the authors of the present article. The aim of the study was to report the results of the Polish adaptation of the ESSBS. The data collection was obtained from a total of 166 secondary school students, including 84 girls and 82 boys. They were asked to complete the school burnout scale (ESSBS), the sense of alienation inventory (PAI), the Type B scale (TAB) and the coping stress strategies scale (How are you coping?; JSR). The students were also asked some questions about their school performance and family and school relationships. The analyses are tested with the help of Statistical Package for the Social Sciences (SPSS) ver. 21. An exploratory factor analysis endorsed the four-factor structure of the original scale and adequate intercorrelations were identified among the subscales. The results prove the reliability and accuracy of the scale. The adapted Polish version of the ESSBS is valid and reliable and can be used as a measure of school burnout in Polish adolescents. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

In an effort to explain the factors contributing to the development of student burnout, a construct that has received attention in relation to academic outcomes, including burnout, is emotion regulation. Further, attachment theory has been used to explore the variations in the use of particular emotion regulation strategies, and attachment has received support as a contributing factor. The aim of the study is to explore the role of attachment security and emotion regulation strategies associated with student burnout symptoms in a sample of 602 Romanian children and adolescents (55% female) aged 8–16 (M = 10.45) from 18 schools. A secondary objective was to explore the gender differences in burnout symptoms. The results show that attachment security negatively predicts student burnout symptoms. Further, a higher attachment security positively predicts the use of adaptive emotion regulation strategies, which, in turn, are negatively related to student burnout. Emotion regulation strategies mediate the relationship between attachment and burnout symptoms. No gender differences have been identified. The study has practical implications for both parents and specialists, bringing to attention the importance of secure attachment in children, which could further encourage the use of adaptive emotion regulation strategies. [ABSTRACT FROM AUTHOR]

Copyright of Anatolian Journal of Educational Leadership & Instruction / Anadolu Eğitim Liderliği ve Öğretim Dergisi is the property of Anatolian Journal of Educational Leadership & Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Current data show an increase in stress among youth since the COVID-19 pandemic, raising the question of the measures to be put in place to limit it. Aim: The aim of this study is to measure the prevalence of burnout and the different risk and protective factors of burnout among students and to compare the mean scores obtained with those collected in a similar sample in 2014. Method: Perceived health, school burnout, and the different risk and protective factors among students were measured by self-reported questionnaires among a sample of 184 students (11–13 years old). Results: The results indicate significantly higher burnout scores than in 2014. Different variables were predictive of school burnout: 1. At the individual level, a low academic achievement in mathematics, somatic symptoms, and the expressed stress; 2. At the interpersonal level, lack of support from peers, teachers, and parents and a negative classroom climate; 3. At the pandemic level, the increased workload related to the consequences of COVID-19. The factors with the greatest impact are confidence in the future, perceived stress, parental supports, and mathematics results. Conclusions: An intervention program targeting these four factors among burned out students would be relevant to set up in order to reduce its prevalence. [ABSTRACT FROM AUTHOR]

Whereas both the family and school environment have been suggested to affect school burnout risks, the role of conditionally regarding parenting or teaching, in which affection is granted conditional on student achievement, in the development of school burnout has not yet been examined. This longitudinal study investigated students' academic contingent self-esteem and parental and teacher conditional regard as antecedents of school burnout. The study sample consisted of Flemish early adolescents (n = 3409; Mage = 12.4 years (SD = 0.49) at the first measurement occasion; 50.3% males), which were surveyed twice (start of Grade 7 and Grade 8). Using Latent Change Modeling, academic contingent self-esteem was found to predict school burnout. Parental and teacher conditional regard both contributed to school burnout, partly through academic contingent self-esteem. Whereas negative conditional regard had the strongest implications for school burnout, positive conditional regard contributed most strongly to contingent self-esteem. Associations were systematically found both at the between-student level (i.e., high levels of antecedents were related to high levels of school burnout) and at the within-student level (i.e., increases in antecedents over time were related to concomitant increases in school burnout). These findings emphasize that communicating conditional approval to adolescents may increase school burnout risks, thus jeopardizing their healthy academic development. [ABSTRACT FROM AUTHOR]

This study, conducted with a person-oriented approach, aimed to assess whether students who are positively engaged in school activities and daily practices perceive their school climate differently from students who feel distant and less engaged in school. To achieve this aim, by means of a Latent Profile Analysis with the 3-step approach, we first identified student profiles on the basis of their levels of school engagement and burnout, and then verified whether the school climate perceptions differed for the various profiles. The study involved 1065 Italian middle-school students (49% females, Mage = 11.77). School climate perceptions were assessed with the Multidimensional School Climate Questionnaire. Multidimensional measures were used for student engagement and school burnout. Four student profiles, labelled Cynically disengaged (5.9%), Moderately disengaged (21.6%), Peacefully engaged (46.1%) and Tenseley engaged (26.4%), were identified. The first two profiles involved low levels of engagement and high levels of cynical burnout, with the former showing more extreme scores. The other two profiles depicted engaged students, with the latter also revealing feelings of pressure and disillusion. The four profiles differed in their school climate perceptions, with the Peacefully engaged students reporting the highest scores and the Cynically disengaged students embodying the most critical perceptions. The study's educational implications are discussed. [ABSTRACT FROM AUTHOR]

The paper is devoted to the adaptation of the School Burnout Inventory (SBI), developed by Finnish researchers in line with the tradition of studying the phenomenon of burnout. The concept of burnout of school student and a brief history of its study abroad and in the Russian Federation, as well as key results of empirical research are presented. The procedure of the instrument adaptation on a sample of 3197 Russian schoolchildren is described. The questionnaire has a three-factor structure and includes three scales: Exhaustion; Cynicism; Inadequacy. The analysis confirms that the tool has good reliability, structural and convergent validity and can be used in studies of school well-being/disadvantage. Possible directions of application of the questionnaire are discussed.

This longitudinal investigation examined the relationships between school burnout, compulsive Internet use, and academic decrement related to middle school adolescents' Internet use. The study tracked 1301 students from the seventh to ninth grades. We applied a cross-lagged panel model for the longitudinal data at three time points. The results indicated that elevated school burnout was significantly associated with later compulsive Internet use and academic decrement across the three years. Compulsive Internet use also had a predictive effect on academic decrement. These recursive patterns imply that students may overuse the Internet as a means to avoid an exhaustive school load and lower their perceptions of their academic performance. Moreover, higher academic decrement in the seventh grade was linked to increased school burnout and compulsive Internet use in the eighth grade; however, the link was not duplicate from the eighth to ninth grades. Academic decrement played an important role in the early period of the middle school by feeding back to burnout and Internet use. Finally, compulsive Internet use showed a direct effect on burnout from the eighth to ninth grades, but not in the earlier period. While burnout seems to always lead to compulsive Internet use, overuse of the Internet might fuel students' school burnout only in the later period of middle school. This paper discusses different perspectives of Internet use to expand the understanding of Internet use by the digital native generation. • Analyzing longitudinal relations of school burnout, Internet use and achievement. • Elevated burnout predicted later compulsive Internet use, but not the reverse. • Overusing the Internet as a means to cope with exhaustive school load. • Excessive Internet use lowered students' perceptions of academic performance. • Vicious cycles centered around academic decrement in the beginning and faded later. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

High school graduates usually suffer from stress one month before the final exams. The research's aim was to compare the depression and burnout symptoms measured in April 2019 (before the pandemic) and in April 2020 (during the pandemic) in the Polish high school students. The results showed that the COVID-19 pandemic affected adolescent girls more than boys, leading to higher rates of depression, student burnout, and imbalanced time perspective. Females perceived lower family acceptance than boys. Males were less depressed and more burned out during the pandemic than before, while girls not only were more burned out but were also more depressed, were imbalanced in their time perspective, and perceived lower family acceptance during the COVID-19 pandemic than before the outbreak. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The literature on school climate, albeit vast, is limited by a scarcity of longitudinal research. This two‐wave longitudinal study aims to bridge this gap by (a) assessing, over two school years, the changes in students' perceptions of several dimensions of school climate and (b) exploring the reciprocal longitudinal effects of student perceptions of school climate and multiple dimensions of engagement and burnout. The study was conducted with a sample of 243 Italian middle school students (Wave 1: sixth grade, Mage = 11.68; Wave 2: seventh grade, Mage = 12.64; 51.7% girls). Analyses of variance showed, in the second school year, a decrease in students' satisfaction with various school climate dimensions. With a latent cross‐lagged model, better school climate perceptions were found to predict higher emotional engagement and lower symptoms of burned‐out exhaustion a year later. The practical implications of these findings are considered in the discussion and conclusion. Research highlights: Students' perceptions of several dimensions of school climate worsened from one middle school year to the next Students' perceptions of school climate predicted higher emotional engagement 1 year later Students' perceptions of school climate predicted lower burned‐out exhaustion 1 year later [ABSTRACT FROM AUTHOR]

Depressive disorders and school burnout syndrome in students are phenomena that are characterized by a long duration and a gradual escalation of symptoms. The research results so far have confirmed that both of these issues constitute significant factors hindering or even blocking the development of an individual. At the same time, both are associated with the loss of resources enabling efficient functioning in the environment and coping with challenges. One such resource is the ability to maintain balance between different time perspectives. The aim of the conducted research project was to examine the mediation role of school burnout on the relationships between time perspective indicators and the level of depression in the group of adolescents. The study sample was 355 students (61.6% of whom were girls) from 3rd grade of post-primary schools (mean age 18.5). The study utilized three psychological tools i.e. the SSBS Secondary School Burnout Scale, full version of the Perspective Inventory by Zimbardo and Boyd and the Kutcher Adolescent Depression Scale. The data obtained confirmed the presence of significant relationships between time perspective indicators and depression and school burnout in students. The results of the mediation analysis revealed that the past time perspective and the fatalistic present time perspective are both directly linked to depression and may be related to it through school burnout. It has also been shown that concentration on short-term hedonistic goals becomes significant for the severity of depression only after the level of school burnout is taken into account in the model. The future time perspective was only indirectly related to the level of depression via the mediator variable - school burnout. The obtained data suggest the necessity to design aid measures aimed at adolescents experiencing depression and school burnout that take into account the development of effective mental time management. [ABSTRACT FROM AUTHOR]

Copyright of Sociologia del Lavoro is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

University students’ study outcomes, their psychological wellbeing in particular, have been considered closely by both education researchers and practitioners. It is worth exploring ways to improve the quality of life of students, especially during the pandemic period when millions of students around the world have taken online courses at home. This paper tests the influence of playfulness on the levels of life satisfaction and school burnout of college students. To examine our hypotheses, we distributed our survey to 353 Chinese university students (mean age 20.10 years) in their online learning semester in 2020 due to the outbreak of COVID-19. Correlation analysis and path analysis were applied to analyze the data. The results show that playfulness positively relates to life satisfaction and negatively correlates to school burnout. Moreover, a sense of control mediates these relationships. Both theoretical and practical implications are discussed.

Background and Objectives: In the past few decades, spiritual health, as one of the dimensions of health besides physical, mental, and social health, has drawn the attention of psychologists and mental health professionals more than ever. However, there is a research gap in our country, so the primary purpose of this study was to investigate the relationship between spiritual health and school burnout with the mediating role of social support. Methods: This descriptive correlational research used the path analysis method. The statistical population comprised all sixth-grade female students (600 people) in Rudbar City, Iran, in the academic year 2020-2021. The sample size is calculated with the Morgan table (234 people). The samples were recruited by a simple random sampling method, and the research tools were the related questionnaire. The content validity and reliability of this research were confirmed. The tests were analyzed according to the research questions by path analysis, the Pearson correlation coefficient, and the 1-sample t test. The obtained data were analyzed in SPSS v. 26 software and LISREL software v. 8.8. Results: There is a significant relationship between spiritual health and school burnout (P=0.01). Also, there is a significant relationship between spiritual health and social support (P=0.01). The t values obtained from the studied paths have P-values less than 0.05, so the indirect effects were statistically significant. So, social support has had an indirect impact on spiritual health and academic burnout. Conclusion: One of the influential factors in reducing school burnout and increasing spiritual health is the social support perceived by students. [ABSTRACT FROM AUTHOR]

School burnout is considered an extreme form of maladjustment that can seriously undermine the academic path of students who are affected. Previous studies have focused on possible protective factors, highlighting the role of academic resilience, i.e., the ability to overcome chronic adversity in the school setting. Notwithstanding this, it is equally important to explore the role of the classroom environment and the satisfaction felt by the student toward relationships with teachers and classmates. Therefore, the purpose of the present study was to examine the relationship between academic resilience and burnout and to explore the moderating role of relationship satisfaction with teachers and classmates. A sample of 576 Italian students (Female = 53.1%), aged 14-18 (M = 15.73, SD = 1.56) were involved in the study. Correlations and moderated regressions analyses were conducted to test the hypotheses. The results show academic resilience and satisfaction as inversely related to school burnout. Furthermore, the satisfaction on the relationships with classmates moderated the relation between academic resilience and burnout. Findings were discussed by highlighting the importance of promoting both individual and contextual factors to prevent burnout risk. [ABSTRACT FROM AUTHOR]

School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times (Time1–Time 4) from the end of primary school (T1; mean age 12.74 and range 11.71–14.20) to the first year of upper secondary education (T4; mean age 16.66 and range 15.55–18.39). The results of latent growth curve modeling showed that school burnout symptoms in upper secondary education were predicted by the level of school burnout symptoms at the end of primary school and by an increase in these symptoms across the transition from primary school through lower secondary school. In addition, psychological well-being, academic skills, and gender were found to contribute to the prediction of school burnout symptoms. Overall, the present study suggest that potential warning signs of school burnout should not be ignored and attention should be directed to earlier education phases. [ABSTRACT FROM AUTHOR]

In this study, the mediating and moderating role of Facebook addiction in the relationship between school burnout, and school engagement was investigated. The study group comprised of 283 students continuing to 6th, 7th, 8th and 9th grades. The data were collected by School Burnout Inventory, School Engagement Scale and Facebook Addiction Scale. As a result of the correlation analysis, a significant positive correlation was found between school burnout and Facebook addiction. Also, school engagement was negatively related to school burnout and Facebook addiction. The structural equation model findings indicated that Facebook addiction had a partial mediating role between school burnout and school engagement. The results of the bootstrap analysis supported the significance of the partial mediating role. Besides, as a result of the regression analysis, it was found that Facebook addiction had a differentiating role in the relationship between burnout and school engagement. Research findings are discussed in light of the literature. It is recommended to carry out studies to prevent social media addiction and to enhance conscious technology use. These studies are considered to contribute to reduce school burnout of the students and increase their school engagement. [ABSTRACT FROM AUTHOR]

Student engagement and burnout have become the latest focus of attention among researchers and practitioners. This is because both are seen as the main factors connected with the meaningful and purposeful educational activities that lead to high learning outcomes and better physical and mental health. Specifically, burnout decreases, and engagements heightened these characteristics. The aim of the present study was to explore the relationships between alienation, engagement and burnout in an educational context. Additionally, the mediation role of school engagement on the association between alienation and burnout was tested. The study was conducted among 109 early adolescents, aged 13-15 years (NFemale=52). ESSBS (Elementary Student School Burnout Scale), PAI (Alienation Inventory - Short Form) and SSEM (Student School Engagement Scale) were used to measure the levels of burnout, alienation and engagement, respectively. The results indicated that higher alienation was associated with lower engagement and with higher school burnout. Student engagement, productivity and belonging significantly mediated the links between alienation total score, normlessness, powerlessness and school burnout. The path analysis revealed that normlessness significantly predicted student engagement (-.44) and school burnout (-.20). The model explained 31% of the variances for school engagement, and 46% of the variances for school burnout. In conclusion, alienated students - especially those suffering from normlessness - feel disconnected and overwhelmed by school duties. In addition, to diminish the risk of alienation and burnout in a school context of students, educational practitioners should include school engagement (especially belonging and productivity) improvement as one of the most significant protective factors. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the relationships between the variables of trust in the teacher, attitudes towards the school, alienation from school, and school burnout and the relationship between these variables and the academic achievement of high school students. The sampling of the study consisted of 2.291 students who were determined with the Stratified Random Sampling Method by considering the gender and grade levels of the students who were studying at Anatolian high schools in Battalgazi District of Malatya province. In the study, a data collection tool that include five scales was used as the data collection instrument. The first part of the data collection tool that was used in the study included the demographic information, the second part included the "Maslach Burnout Inventory-Student Form (MBI-SF)", the third part included the "School Attitude Assessment Survey", the fourth part included the "Student Alienation Scale," and the fifth part included the "Trust in Teacher Scale." The study data were analyzed by structural equation modeling. In the research, ten hypotheses were developed for the test model based on the theoretical knowledge and for the three models developed as an alternative to the first model. Conducted analyses demonstrated that eight hypotheses were accepted and two were rejected. As a result of the analysis of the model created in the current study using the structural equation model, it was determined that trust in teacher, attitudes towards the school, alienation of the school and school burnout variables directly or indirectly predicted the academic achievement of the students. Trust in the teacher, attitudes towards the school, alienation from the school, and school burnout variables explained 12% of the variance in academic achievement together. [ABSTRACT FROM AUTHOR]

Research on the associations between family and school social capital, school burnout and academic achievement in adolescence is scarce and the results are inconclusive. We examined if family and school social capital at the age of 13 predicts lower school burnout and better academic achievement when graduating at the age of 16. Using data from 4467 Finnish adolescents from 117 schools and 444 classes a three-level multilevel analysis was executed. School social capital, the positive and supportive relationships between students and teachers, predicted lower school burnout and better academic achievement among students. Classmates’ family social capital had also significance for students’ academic achievement. Our results suggest that building school social capital is an important aspect of school health and education policies and practices. [ABSTRACT FROM AUTHOR]

Self-ratings of behavioural engagement, cognitive engagement and school burnout were used in person-centred analyses to identify latent profiles among 2,485 Finnish lower-secondary school students. Three profiles were identified: high-engagement/low-burnout (40.6% of the sample), average-engagement/average-burnout (53.9%), and lowengagement/high-burnout (5.5%). Another sample of lower-secondary school students was used to validate the 3 profiles. The factors most strongly associated with the high-engagement/low-burnout profile of lower-secondary school students' were high levels of support from teachers and family, good academic performance, and lack of truancy. The study indicated that teacher and family support and students' academic achievement are pivotal in understanding student engagement and school burnout. [ABSTRACT FROM AUTHOR]

Emerging research documents the relationship between school burnout and some indicators of increased cardiovascular risk. Indicators of cardiovascular functioning assessed via ambulatory blood pressure and heart rate variability (HRV) have not been thoroughly explored in this research domain. Therefore, the current study examined relationships between school burnout and indicators of cardiac functioning via 24 h ambulatory blood pressure (BP) and electrocardiogram monitoring in a sample of young adult female undergraduates (N = 88). Two hypotheses were tested: (1) that independent of related negative affective symptomology (depression and anxiety), increased school burnout would be related to greater systolic and diastolic BP, higher low frequency (LF) HRV and lower very low frequency (VLF) HRV, and (2) that lower VLF would be related to greater school burnout independently of LF HRV. Hierarchical multiple regression analyzes showed that school burnout was significantly related to elevated ambulatory BP (systolic and diastolic) and HRV markers of increased cardiac sympathovagal tone. These findings support the hypotheses and suggest that school burnout might be implicated in the development of pre-hypertension or early cardiovascular disease. Study limitations and the need for future longitudinal research are discussed. [ABSTRACT FROM AUTHOR]

This study investigated aortic and brachial hemodynamic functioning that may link school burnout to cardiovascular risk factors. Methodological improvements from previous research were implemented including (1) statistical control of depressive and anxiety symptoms (2) resting, stress-induced and cardiac recovery condition comparisons and (3) use of pulse wave analysis. Forty undergraduate young adult males completed self-report measures of school burnout, trait anxiety and depressive symptoms. Participants then completed a protocol consisting of a 10-min seated rest, 5-min baseline (BASE), 3-min cold pressor test (CPT) and a 3-min recovery period (REC). Indices of brachial and aortic hemodynamics were obtained by means of pulse wave analysis via applanation tonometry. Controlling for anxiety and depressive symptoms, planned contrasts identified no differences in cardiovascular parameters at BASE between participants in burnout and non-burnout groups. However, negative changes in hemodynamic indices occurred in burnout participants at CPT and REC as evidenced by increased aortic and brachial systolic and diastolic blood pressures, increased left ventricular work and increased myocardial oxygen consumption. Findings suggest that school burnout symptoms are associated with cardiac hyperactivity during conditions of cardiac stress and recovery and therefore may be associated with the early manifestations of cardiovascular disease. Future studies are suggested to reveal underlying autonomic mechanisms explaining hemodynamics functioning in individuals with school burnout symptomatology. [ABSTRACT FROM AUTHOR]

Burnout is psychological, physical, and emotional suffering that may affect students with low or inadequate resources to face stressful events at school. Although the existing instruments are used worldwide to assess school burnout risk, they show several flaws and mainly focus on the emotional facets of the syndrome. No previous studies have developed a multi-component tool to reveal students' burnout by simultaneously analyzing cognitive, behavioral, and emotional problems. The central core of the current study is to adapt the Burnout Assessment Tool-Core symptoms (BAT-C; Schaufeli et al., 2020), comprising four subscales, exhaustion, mental distance, cognitive impairment, and emotional impairment, for a sample of Italian students. The factor structure, the reliability, and the validity of the scale are investigated. The participants are 745 middle school students (male, 52.2%; aged 9–13, M = 11.84, and SD = 1.21). Confirmatory factor analyses confirmed the best fit of the second-order model (four first-order factors and one second-order factor). Specifically, four factors were loaded onto a main high-order factor, which constitutes the BAT-C. Our findings support the Italian adaptation of the BAT-C for students' samples as a valid instrument for measuring the core symptoms of school burnout. [ABSTRACT FROM AUTHOR]

This study examines the relationship between social competence and psychological well-being of adolescents. The role of academic learning disabilities with social competence and psychological well-being was also studied. The sample (n = 412; 207 girls and 205 boys), one complete age group (mean age 15.5 years), was followed from last year of comprehensive school to their first, second and third year of secondary education in a Finnish city. Psychological well-being is related to increased cooperation skills and decreased levels of impulsivity and disruptiveness. Furthermore, cooperation skills predict the third year psychological well-being, when the strong influence of psychological well-being in the first year was controlled for. Academic learning disabilities (reading and mathematical difficulties) were related neither with psychological well-being nor social competence. [ABSTRACT FROM AUTHOR]