Search

Background. 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. Aims. This study examined longitudinal relations between adolescents’ mathematics performance, school engagement, and burnout (exhaustion, cynicism, and inadequacy) across lower secondary education. Sample. Data came from a longitudinal research project, following Finnish lower secondary school (grades 7–9) students (N = 1131) over 4 years (2016–2019). Methods. 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. Results. 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. Conclusions. 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. Background. 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. Aims. This study examined longitudinal relations between adolescents’ mathematics performance, school engagement, and burnout (exhaustion, cynicism, and inadequacy) across lower secondary education. Sample. Data came from a longitudinal research project, following Finnish lower secondary school (grades 7–9) students (N = 1131) over 4 years (2016–2019). Methods. 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. Results. 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. Conclusions. 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.

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.

COVID-19 has caused psychological problems in all age groups since it emerged from the first day. One of the most important groups has been affected negatively during the COVID-19 pandemic process are university students. One of the negative situations caused by the pandemic process in university students is student stress caused by COVID-19. To assess stress situations in Italian culture, the COVID-19 student stress scale (CSS-S) has been developed. In this context, the aim of this study was to adapt the CSS-S into Turkish. Another aim of the study was to investigate the direct and indirect relationships of COVID-19 student stress with school burnout, depression and subjective well-being. The participants of the study were 485 Turkish university students. The values obtained with the confirmatory factor analysis revealed that the factor structure of CSS-S is satisfying (χ2/df = 2.99, AGFI = .95, TLI = .93, CFI = .96, IFI = .96, REMSEA = .06, SRMR = .04). Moreover, it was found that school burnout has a mediating role in the relationship between COVID-19 student stress and depression and subjective well-being (χstructure of CSS-S is satisfying/df = 2.41, AGFI = .87, TLI = .91, CFI = .91, IFI = .91, REMSEA = .05, SRMR = .05). These findings imply that psychosocial intervention studies to reduce COVID-19 student stress can reduce students' school burnout and depression. It also implies that these psychosocial intervention studies can have a positive impact on students' subjective well-being.

Background: The pressure of pursuing an athletic career simultaneously with education may set adolescent student-athletes at risk for sport and school burnout. Although the 2 life domains of student-athletes are strongly intertwined, so far, there has not been an instrument for investigating sport burnout parallel to school burnout. The aim of the present study was to introduce a sport burnout measure for adolescents in a dual career context and investigate its validity and reliability by using confirmatory factor analysis. Methods: The participants were 391 student-athletes (51% females) who filled in a questionnaire of sport burnout and background variables in the beginning of upper secondary school. Results: A 3-factor model or a second-order-factor model described the data better and gave better reliability indices than a 1-factor model. The 3 dimensions of sport burnout were shown to be separate, but closely related constructs. Evidence for convergent and discriminant validity was obtained by correlating the 3 sport burnout dimensions with depressive symptoms, self-esteem, and sport task values. Conclusion: The results suggest that Sport Burnout Inventory-Dual Career Form (SpBI-DC) is a valid and reliable instrument for investigating sport burnout among adolescent student-athletes.

Funding Information: Open access funding provided by University of Helsinki. Publisher Copyright: © 2022 by the authors. Licensee MDPI, Basel, Switzerland. The present study investigated the variation in higher education students’ study burnout experiences and how they are related to academic success and social support needs. Similarities and differences between the international and domestic students were also explored. In this mixedmethods study, the data were collected through a self-reported questionnaire, and a total of 902 (response rate 42%) first year master’s students from the fields of arts, business and technology responded. Using Latent Profile Analysis (LPA), we detected three distinct study burnout risk profiles (No exhaustion or cynicism; Exhausted; Exhausted and cynical). The following distinct forms of social support needs were found using theory-based qualitative content analysis: informational, instrumental, emotional, and co-constructional support. We found out that the students with highest risk of burnout had the lowest grade point averages (GPAs). Further investigation showed that international students pass their courses despite the experiences of study burnout, even though the GPAs might deteriorate. When the domestic students experience study burnout symptoms, they both gain fewer study credits and earn lower GPAs. Finally, a relationship between the form of support needed and the burnout profile was identified.

The present study examined the links alienation and school burnout. The analysis was conducted on the sample of 84 secondary school students (47 women and 37 men) aged 12–55 years (M age = 13,70 years). Alienation were measured by the PAI inventory and school burnout was measured by the ESSBS scale. The results indicated significant gender differences in the level of burnout total score, but not in the level of alienation total score. Significant correlations between burnout and alienation were also observed, however the relations were stronger in the group of girls. Findings also confirmed that alienation, especially anomy and meaninglessness are important predictors of school burnout (31% explained variances of total score in ESSBS)., W badaniu poszukiwano związku między doświadczaniem wyobcowania przez młodzież asyndromem wypalenia szkolnego. Analizy przeprowadzono na grupie 84 uczniów z I i II klasy gimnazjum (47 kobiet i37mężczyzn) wwieku 12–15 lat (M wieku = 13,70 lat). Poziom poczucia alienacji mierzono inwentarzem PAI, do pomiaru syndromu wypalenia szkolnego wykorzystano skalę ESSBS. Uzyskane wyniki wskazały na istnienie różnic międzypłciowych wzakresie ogólnego poziom wypalenia szkolnego oraz brak takich różnic w odniesieniu do ogólnego poziomu wyobcowania. Wyniki wskazują ponadto na istotne relacje między wyalienowaniem a wypaleniem, przy czym siła związków była znacznie wyższa w grupie dziewcząt. Poziom wyobcowania wyjaśnia 31% wariancji wyniku ogólnego wypalenia szkolnego. Istotnymi predyktorami wypalenia były poczucie anomii i bezsensu.

Abstract. This study investigates the validity and reliability of the German version of the School Burnout Inventory (SBI-G) in 1,570 secondary-school students ( Mage = 14.11, SD = 0.78; 51.7 % girls). Results indicate that school burnout consists of two correlated but separate dimensions including (1) exhaustion at school, (2) cynicism toward the meaning of school and sense of inadequacy. The study revealed that school burnout can be measured as a two-factor model, which provided good reliability and validity indices. Further, we verified concurrent validity, finding that students suffering from general stress also reported overall school burnout as well as exhaustion, cynicism, and inadequacy. Students who exhibited cynicism and inadequacy also reported lower levels of behavioral, emotional, and cognitive school engagement, while exhausted students reported lower emotional school engagement but higher cognitive school engagement.

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.

It is becoming clear that the COVID-19 pandemic has had a devastating psychological impact on Vietnamese society, but little is known about its impact on Vietnamese students. In the current study, we evaluated whether anxiety of contracting COVID-19 is related to students’ learning burnout. Specifically, we tested two months into the pandemic whether this anxiety is linked to pupils’ learning exhaustion and cynicism. The data includes 652 Vietnamese students (56.3% girls) with Mage = 12.6 ( SD = 1.0). The data were collected using a self-report questionnaire during an online survey. Two Multiple Linear Regression Analyses tested the associations between COVID-19 anxiety and learning-related exhaustion (Model 1) and learning-related cynicism (Model 2), controlling for general depression, gender and grade. Results show that COVID-19 anxiety significantly and uniquely links to learning-related cynicism but not learning exhaustion, suggesting that the pandemic affects Vietnamese students’ ability to thrive through education.

Efforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers' and study counsellors' perceptions of students' self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls' low self-belief and high achievement expectations affected their academic performance, while boys' insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students' self-belief and for teacher education are discussed.

gungor, abdi/0000-0002-7945-0906 WOS: 000483329600001 The literature has documented the relationships between school burnout and mental health, academic achievement, and overall quality of life. Furthermore, hope and social support have been identified as important factors for coping with stress and have been found to be negatively related to undesirable emotional states. The present study aimed to examine the effects of demographic variables, social support, and hope on school burnout in Turkish middle school students. More importantly, hope was investigated as a possible mediator of the relationship between social support and school burnout. Hierarchical regression analyses were performed to investigate the effects of social support and hope on school burnout. Additionally, a bootstrapping procedure was employed to test mediational effects of hope on the effects of social support. The results revealed that, after controlling demographic variables, social support and hope negatively predicted school burnout. Mediation analyses showed that hope significantly and partially mediated the link between social support and school burnout. Specifically, students with higher levels of social support reported having higher levels of hope, which in turn was associated with lower levels of school burnout. The results and limitations are discussed along with implications for future research and educational planning.

Alexithymic traits, which entail finding it difficult to recognize and describe one’s own emotions, are linked with poor trait emotional intelligence and difficulties in identifying and managing stressors. There is evidence that alexithymia may have detrimental consequences for well-being and health, beginning in adolescence. In this cross-sectional study, we investigated the prevalence and incidence of alexithymia in teenage girls, testing the statistical power of trait emotional intelligence (TEI) and student burnout to discriminate between high- and low-alexithymic subjects. A sample of 884 female high school students (mean age 16.2 years, age range: 14-19) attending three Italian academic-track high schools (social sciences and humanities curriculum) completed self-report measures of alexithymia, school burnout, and TEI. Main descriptive statistics and correlational analysis preceded the discriminant analysis. The mean alexithymia scores suggest a high prevalence of alexithymia in female adolescents; as expected, this trait was negatively correlated with TEI and positively associated with school burnout. Participants with high vs low alexithymia profiles were discriminated by a combination of TEI and burnout scores. High scores for the emotionality and self-control dimensions of TEI were strongly associated with membership of the low alexithymia group; high scores for the emotional exhaustion dimension of school burnout were indicative of membership of the high alexithymia group. These findings suggest crucial focuses for educational intervention: efforts to reduce the risk of emotional exhaustion and school burnout should especially concentrate on enhancing emotional awareness and self-control skills, both strongly associated with low levels of alexithymia.

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.

Inter- and intraindividual differences in Finnish adolescents’ developmental trajectories of school engagement and burnout (exhaustion, inadequacy, and cynicism) and their associations with students’ concurrent progression in mathematics performance and educational aspirations were investigated in an accelerated longitudinal study design spanning ages 13–17 (N = 1131, 50.9% girls). Growth mixture modeling analyses identified four distinct trajectory profiles: Positive academic well-being (high and stable engagement, low and stable burnout), Negative academic well-being (low U-shaped engagement, increased burnout), Disengaged (low U-shaped engagement, but also low and stable burnout), and Declining academic well-being (declining but U-shaped engagement, increasing burnout). Most students experienced a positive change in their trajectories after entering upper secondary education. Furthermore, students in the Positive academic well-being group performed better and progressed faster in mathematics and reported higher educational aspirations. Students in the Declining academic well-being group started out with high performance and aspirations, but they progressed at a slower rate in mathematics and lowered their aspirations over time. The Disengaged students’ performance progressed at the slowest rate of all groups, and they had one of the lowest educational aspirations overall. Lastly, students in the Negative academic well-being group performed the lowest in mathematics, and had one of the lowest aspirations for future educational degrees.

Background: Environmental and personal circumstances during adolescence cause changes affecting students, their wellbeing, performance, self-efficacy, motivation, and aspirations for the future. The objective of this study was to analyze the relationship between burnout, self-efficacy, and outlooks by student gender and age, and determine the influence of self-efficacy on burnout and outlooks for the future. Methods: The sample was made up of 1287 high school students. The instruments used to collect data were The Control—Individual Protective Factors Index to evaluate self-efficacy, the Positive Outlook—Individual Protective Factors Index for aspirations, and finally, for burnout, the Maslach Burnout Inventory. Results: The results showed that the cynicism and exhaustion dimensions of burnout correlated negatively with self-efficacy and outlooks. On the contrary, the academic efficacy dimension showed a positive correlation with self-efficacy. In addition, the gender and age variables were related to burnout. Student self-efficacy was related to burnout and outlooks for the future, where youths with the highest levels of self-efficacy were those who had the most positive outlooks for the future and the least school burnout. Conclusions: Given the academic changes that impede commitment, self-efficacy, and outlooks for the future of youths, the design of intervention programs directed at improving adolescent self-efficacy would lower burnout levels and raise their outlooks.

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.

The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students&rsquo, school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46, stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.

The main purpose of this study is to investigate the mediating role of attitude toward learning in correlation between school burnout and school competence. This study was administered on 471 students. Participants completed School Burnout Scale, School Engagement Scale and Scale of Attitude toward Learning. Data derived from regression analysis show that school engagement and attitude toward learning were predicted negatively and significantly by school burnout. School engagement was predicted positively by attitude toward learning. Furthermore, attitude toward learning was determined to partially mediate the relationship between school burnout and school engagement. Data present that attitude toward learning increased school engagement and it is a significant variable in decreasing school burnout., Glavni cilj ovoga istraživanja je proučiti posredničku ulogu stava prema učenju u odnosu na izgaranje u školi i angažiranosti u školi. Ovo istraživanje provedeno je na 471 učeniku srednje škole. Ispitanici su popunili tri skale, odnosno skalu Izgaranje u školi, skalu Angažiranost u školi i skalu Stavovi prema učenju. Podatci dobiveni regresijskom analizom pokazuju da su angažiranost u školi i stav prema učenju negativno i značajno predviđeni stavom prema učenju. Stav prema učenju pozitivno predviđa angažiranost u školi. Nadalje, stav prema učenju doprinosi odnosu izgaranja u školi i djelomično angažmanu u školi. Rezultati pokazuju da postupci koji bi smanjili izgaranje u školi imaju veliku ulogu kod angažiranosti u školi i stavovima prema učenju.

School burnout has been studied extensively in schools but its relation to learning and studying processes at the university level is still an under-researched topic. The purpose of this study is to explore burnout and study interest profiles among university students and how these profiles differ according to approaches to learning, academic achievement and gender. The data were gathered from 538 first-year life science students. Five profiles combining students' interest and relevance and school burnout components were found. The results showed that students representing the Exhausted and inefficacious and Burned-out not interested profiles scored higher on surface approaches to learning than students who experienced less burnout. In addition, burnout profiles differed according to the credits earned and study success. There were also differences in the gender distribution of the profiles, as women were overrepresented in the burnout and exhausted profile.

The aim of this longitudinal study among 9223 students from grade 7 and grade 9 (age 13–14 and 15–16) was to assess whether immigrant status and gender are associated with the level and change (slope) in school burnout among lower secondary school students in the Helsinki metropolitan area. Ninety-seven percent of the variation in school burnout was attributable to individual factors. Both the intercept (2.3, p < 0.001) and slope (0.5, p < 0.001) of school burnout were statistically significant. The slope showed increasing school burnout from grades 7–9. School burnout increased more in girls than in boys. Initially apparent higher school burnout among students who had immigrated to Finland within the last five years compared to Finnish native students was largely accounted for by sociodemographic and school-related factors. However, there was a persistent gender by immigrant status difference in the fully adjusted model: recently (< 5 years ago) immigrated boys experienced a larger increase in school burnout, especially due to increased cynicism, than recently immigrated girls.

This study explores the relationship between educational practices perceived by high school students and their level of burnout, as defined by emotional exhaustion, cynicism and inadequacy. A total of 287 adolescents (146 girls) aged between 14 and 19 years old (M = 16.08, SD = 1.01) and recruited from a public high school in French-speaking Switzerland completed a questionnaire regarding perceived educational practices and school burnout. Results from path analysis showed that the three dimensions of burnout were negatively associated with certain teacher- and school-related educational practices. More precisely, support for struggling students (ß = −0.24, p &lt, 0.001) as well as teaching time (ß = −0.16, p &lt, 0.05) were predictors of exhaustion (R2 =0.27). Teachers’ instructional behavior (ß = −0.22, p &lt, 0.01) and teacher motivation (ß = -0.31, p &lt, 0.001) were predictors of cynicism (R2 = 0.20) and application of rules (ß = −0.21, p &lt, 0.01) predicted inadequacy (R2 = 0.09). These educational practices should be of particular interest when it comes to strengthening the protective role of schools and teachers against school burnout in adolescents.

The long-term effects of sleep on adolescent psychosocial well-being are mostly unknown, although insufficient sleep has been associated with emotional and behavioral difficulties in cross-sectional studies. With a five-year follow-up of Finnish adolescents (Time 1: n = 8834; Mean age = 13 years, 51.1% female, Time 2: n = 5315, Mean age = 15 years, 51.6% female, Time 3: n = 3712; Mean age = 17 years; 50.2% female), the purpose of this longitudinal study was to investigate the relations between self-reported sleep duration, sleep problems, and emotional and behavioral difficulties during adolescence. Emotional and behavioral difficulties were assessed using The Strengths and Difficulties Questionnaire (SDQ) measuring emotional symptoms, conduct problems, hyperactivity, peer problems and total difficulties. Sleep duration was calculated by counting the hours between self-reported bedtime and wake-up time. Sleep problems were assessed with a single question about the general sleep problems. According to the cross-lagged models for sleep and emotional and behavioral difficulties, the findings of this study indicate a developmental process during adolescence where, firstly, short sleep duration is a stronger predictor for current and prospective emotional and behavioral difficulties than vice versa. Secondly, increased emotional and behavioral difficulties expose adolescents to current and later sleep problems more strongly than reverse. Thus, the results show that short sleep duration predisposed to emotional and behavioral difficulties across adolescence, which then led to more prospective sleep problems. These findings suggest a developmental process where sleep and emotional and behavioral difficulties are intertwined in shaping adolescents’ health.

WOS: 000582711500005 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.

School burnout constitutes a current phenomenon which generates diverse negative consequences in the personal and academic lives of students. Given this situation, it is necessary to develop actions that permit us to regulate this harmful mental state and that are administered from within the school context. A descriptive and cross-sectional study is presented that pursues the objective of examining a structural equation model which brings together burnout and emotional regulation. The model assumes that students receive tutoring at school in order to tackle these types of problems. For this, the sample constituted a total of 569 students from the province of Granada (men = 52.3% (n = 298), women = 47.7% (n = 271)). Mean age was reported as 10.39 &plusmn, 0.95 years and the School Burnout Inventory (BMI) and the Emotional Regulation Scale were utilized as the principal instruments. As main findings it was observed that students who received one hour of weekly tutoring showed a positive relationship between expressive suppression as a strategy of emotional regulation, cynicism, and exhaustion as consequences of school burnout. In the same way, a direct association existed between burnout-related exhaustion and cognitive repair. Given that significant relationships could not be observed between these variables in students who do not receive tutoring, higher use of emotional regulation was confirmed amongst tutored students when faced with this negative mental state.

Background: The Internet has many positive sides, but it can also have a negative impact on human emotional-cognitive and behavioral functioning, especially during adolescence. To the most common consequences, the authors add addiction of the teenager to the Internet. This addiction is related to many negative physical and mental problems, including depression, substance abuse and social isolation. Methods: In the study, SSBS (Student School Burnout Scale) was used to measure the level of burnout, and the level of Internet addiction was measured using PUI (Internet Addiction Test). The research was carried out among 230 individuals aged 17&ndash, 20 years. Results: The results of the research showed that higher level of school burnout is related to higher Internet addiction indicators, and connection was stronger in the male group. Gender significantly predicted Internet addiction and moderated the link between school burnout and Internet addiction. Hierarchical multiple regression analyses confirmed different predictors of Internet addiction for male and female students. However, for both groups, higher burnout due to parents was a significant predictor of Internet addiction (IA). Discussion: Internet addiction was predicted by school burnout, appearing as a result of parental pressure for high school achievements. In addition, school burnout and school-related characteristics have greater prediction power of Internet addiction and its indicators in a male group.

Background: The purpose of the current survey-based study was to identify patterns of academic burnout and their antecedents among secondary school students. Methods: Secondary school students (n = 1209) completed a survey measuring academic burnout, physical activity, and mental toughness. Results: Using latent profile analyses, three burnout profiles were identified: a &ldquo, moderately engaged group&rdquo, (n = 699, 57.8%), a &ldquo, burnout group&rdquo, (n = 389, 32.2%), and a &ldquo, well-functioning group&rdquo, (n = 121, 10.0%). Group comparisons revealed that the &ldquo, reported significantly higher levels of physical activity and mental toughness than the other two groups. Conclusions: These findings suggest that lack of physical activity and mental toughness are potential risk factors for academic burnout. These findings may inform the development of intervention programs for academic burnout.

This study investigated the relationship between burnout and hemodynamic and autonomic functioning in both medical students (N = 55) and premedical undergraduate students (N = 77). Questionnaires screened for health related issues and assessed school burnout and negative affect symptomatology (anxiety and depression). Continuous beat-to-beat blood pressure (BP) through finger plethysmography and electrocardiogram (ECG) monitoring was conducted during conditions of baseline and cardiac stress induced via the cold pressor task to produce hemodynamic, heart rate variability, and blood pressure variability indices. Independent sample t-tests demonstrated that medical students had significantly higher school burnout scores compared to their undergraduate counterparts. Controlling for age, BMI, anxiety and depressive symptoms, multiple regression analyses indicated that school burnout was a stronger predictor of elevated hemodynamics (blood pressure), decreased heart rate variability, decreased markers of vagal activity and increased markers of sympathetic tone at baseline for medical students than for undergraduates. Analyses of physiological values collected during the cold pressor task indicated greater cardiac hyperactivity for medical students than for undergraduates. The present study supports previous research linking medical school burnout to hemodynamic and autonomic functioning, suggests biomarkers for medical school burnout, and provides evidence that burnout may be implicated as a physiological risk factor in medical students. Study limitations and potential intervention avenues are discussed.

The current study investigated how students' digital engagement (i.e., digital learning preference, wish for digital schoolwork, and schoolwork and sleep impairment related to Internet use) is related to their achievement goal orientation profiles from Grades 8 to 9. The sample included 1482 Finnish students (15-16 years old, 53% female) from 26 schools. Students' digital engagement and achievement goal orientations were assessed with self-reported questionnaires. Latent profile and latent transition analyses were used to investigate goal orientation profiles, and the Bolck-Croon-Hagenaars approach and logistic regression were used to explore differences between the profiles with respect to digital engagement. Four groups with different achievement goal orientation profiles were identified: mastery-oriented (focused on learning and doing well in school); success-oriented (driven to succeed in school and outperform others); indifferent (had all achievement goals at average level); and avoidance-oriented (sought to avoid schoolwork). Most students tended to remain in a similar group over time. The results indicated that students with either average (indifferent) or high achievement goals (success-oriented) might wish for more digitally mediated schoolwork. Mastery-oriented students tended to have significantly lower schoolwork and sleep impairment related to Internet use than other students. The findings supported previous studies but also provided new insights into relationships between goal orientation profiles and digital engagement.

The current study sought to investigate the role of trait emotional intelligence and perceived teacher emotional support in school burnout. Furthermore, the moderating role of academic anxiety in these relationships was examined. A sample of 493 Italian high school students (81.9% female) aged 14&ndash, 19 years (M = 16.27, SD = 1.48) was involved in the study. A latent moderated structural equation approach was performed to test the hypothesized model. The results showed that both trait emotional intelligence and perceived teacher emotional support were negatively associated with school burnout. Moreover, academic anxiety moderated the relation between perceived teacher emotional support and school burnout. Specifically, when the level of anxiety was high, the protective role of perceived teacher emotional support toward burnout was weakened. Findings are discussed in light of the protective role of resources on burnout and considering the detrimental impact of academic anxiety in school settings.

The aim of this study was to create a model which describes the main elements for improving schools with digital technology and helps to reveal differences between schools and identify their best practices and challenges. The innovative digital school model (IDI school) offers a framework for research but also a research-based model for schools to examine their own practices with digital technologies. The model combines previous research on school improvement, creation of innovations, and digital technology in education as a special case of innovations and learning as knowledge creation to define six main elements describing an innovative, digital school: visions of the school, leadership, practices of the teaching community, pedagogical practices, school-level knowledge practices and digital resources. The model was applied to investigate three basic education schools. The results indicate that the model worked: we found essential differences between the schools and their best practices and challenges for improvement. It worked particularly well for those elements, which are mainly the responsibility for leadership inside a school. The differences of various elements between schools were not based on socioeconomic background but on the school-level practices. As a conclusion, we suggest that to improve schools with digital technology, all elements of the model should be included in the evaluation and development process.

Integrating the life-span approach with the Job-Demands-Resources (JD-R) model, this study examined the associations between personal and job demands and resources and work burnout and engagement during the early, mid, and late career stages. A further aim was to include novel job-related demands caused by digitalization, globalization and diversity. We also examined the extent to which work engagement and burnout were associated with general well-being, i.e., life satisfaction and depressive symptoms, among employees in different career stages. Employees (N = 1415) from three large organizations participated in the study via their occupational health services. The research questions were analyzed using structural equation modeling. In line with the life-span approach, the results for personal demands showed that, especially during the early career stage, economic problems were associated with work burnout symptoms, whereas during the late career stage caregiving demands were associated with work burnout and, negatively, with work engagement. In line with the JD-R model, job resources were related to work engagement in all career stages and high resilience buffered against the associations between demands and work engagement and burnout. The results for job demands showed that ICT demands were associated with work burnout during the early career stage and multicultural job demands with work burnout during the middle career stage. Finally, work engagement was associated with life satisfaction and work burnout was associated with depressive symptoms in all career stages. To conclude, an integrative life-span framework can be applied in the context of the demands-resources model.

It has been suggested that both performance and academic well-being play a role in adolescent students' educational attainment and school dropout. In this study, we therefore examined, first, what kinds of academic well-being (i.e., school burnout, schoolwork engagement, and mathematics self-concept) and mathematics performance profiles can be identified among lower secondary school students (N-grade (7) = 583, N-grade 9 = 497); second, how stable these profiles are across one school year during the seventh and ninth grades; and, third, how students with different academic well-being and mathematics performance profiles differ with respect to their educational aspirations. By means of latent profile analyses, three groups of students in seventh grade: thriving (34%), average (51%), and negative academic well-being (15%) and four groups of students in ninth grade: thriving (25%), average (50%), negative academic well-being (18%), and low-performing (7%) with distinct well-being and mathematics performance profiles were identified. Configural frequency analyses revealed that the profiles were relatively stable across one school year; 60% of the students displayed identical profiles over time. The thriving students reported the highest educational aspirations compared to the other groups. In addition, the low-performing students in the ninth grade had the lowest educational aspirations just before the transition to upper secondary school. Practical implications as well as directions for future research are discussed.

Introduction The transition from compulsory school to upper secondary school is a challenging period for adolescents. Especially challenging it can be for adolescents who aim to integrate two domains of achievement, such as an athletic career and academic education. The pressure from two intertwined achievement domains may make student-athletes vulnerable to symptoms of burnout. The study examined the role of mothers' and fathers’ affection and psychological control as possible risk or protective factors in the symptoms of school and sport burnout among 15–16 year olds adolescent athletes in Finland. Methods The adolescents’ (n = 391) burnout symptoms in the two domains were measured using questionnaires at the beginning and at the end of the first grade of upper secondary school. Mothers (n = 258) and fathers (n = 191) filled in questionnaires concerning their parenting behaviors at the beginning of the school year. Results & conclusions The results showed that the athletes’ symptoms of both school and sport burnout increased across the school year. Maternal affection buffered against the increase of school burnout, but only when not combined with simultaneous psychologically controlling mothering.

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.

Background: Over the past several decades the concept of burnout has been an important topic for the domain of education and psychology. One of the challenges regarding burnout is to develop an effective instrument, which considers cultural differences into account. By reviewing literature, we can figure out that there are some burnout instruments, which most of them are just for teachers, counselors, and workers. Despite the important effects of burnout among students, there is no instrument that assesses high school student burnout specifically. The aim of this study is to develop an instrument for high school students, which is valid, reliable, and suitable for Iranian culture. Methods: The population is taken from students of the public high school of Basht, Kohkiloie va Boier Admad, Iran. Using multistage random sampling method, 443 students were selected from 1st, 2nd, and 3rd grade of Basht high schools. Results: Exploratory factor analysis results showed that 16 indicators loaded on 4 factors. The amount of total variance explained was 50.18%. Similarly, 1st and 2nd order confirmatory factor analysis results demonstrated that the model was well fit since fit indices such as GFI, CFI, AGFI, and IFI were greater than 0.90 and RMSEA was lower than 0.05. The internal consistency coefficient of the scale was 0.83. Conclusions: In sum, we can say that our scale, which has 4 components has not only a good validity but also a great reliability.

The purpose of this study was to examine university students' learning profiles and their relationship to study-related burnout as well as study progression and study achievement. The participants in the study were 339 first-year university students. Four clusters were found: Students applying a deep approach; Organised students; Students applying a surface approach; and Unorganised students applying a deep approach. The results show that students who apply a surface approach to learning in their studies are more likely suffer from study-related burnout, as students applying a deep approach experience less study-related burnout. In addition, unorganised students applying a deep approach also proceeded slower in their studies. The study suggests that students' study skills and their learning processes should be considered when considering study-related burnout in higher education.

The study examined the strength of personal attributes and demographics in predicting school burnout among graduating students. The research was a survey which adopted a cross-sectional design. Three hundred participants comprising 143 male and 157 female graduating students were purposively sampled using simple balloting. The sample was selected from five academic faculties in a public university in southwest Nigeria. Questionnaires administered on participants contained scales that measured school burnout, academic self-efficacy, perception of teacher support, sex and age. The study predicted that personal attributes and demographics will significantly influence school burnout. The hypothesis was confirmed as predicted as result showed significant joint influence of academic self-efficacy, perception of teacher support, sex and age on school burnout. Academic self-efficacy had significant independent contribution to school burnout, while the contribution of other factors was not significant. The study concludes that academic self-efficacy is the main predictor of school burnout in the sample surveyed. The finding implied that self-efficacy should be emphasized more in school burnout management. In other words, school burnout prevention, treatment and intervention should incorporate specialized training to enhance academic self-efficacy among graduating students.Keywords: School burnout, academic self-efficacy, perception of teacher support