scholarly journals School Burnout in Hungarian High School Students and Teachers’ Responsibility of Teachers for Prevention: A New Aspect of Teacher Competencies

2017 ◽  
Vol 22 (1) ◽  
pp. 55
Author(s):  
Nora Kunos
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Competencies ◽  
School Students ◽  
School Burnout

Stress, self-compassion, and school burnout in Thai high school students

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Thiti Ponkosonsirilert ◽  
Orawee Laemsak ◽  
Kullaya Pisitsungkagarn ◽  
Somboon Jarukasemthawee ◽  
Siripat Audboon ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Protective Factor ◽  
Positive Association ◽  
Optimal Level ◽  
School Students ◽  
Self Compassion ◽  
School Burnout ◽  
The Impact

AbstractObjectivesHigh school has been recognized as a critical period for many students. With the upcoming competition for university admission, they tend to encounter significant stress. Exceeding its optimal level, stress became debilitating and could escalate into school burnout, which entailed various negative outcomes. The current study, hence, was aimed to identify a protective factor that helped mediate the relationship between stress and school burnout in Thai high school students. Self-compassion was selected here, given its relevant conceptual grounds and its cultural relevance (i.e., Thai individuals shown to be particularly oriented toward self-compassion).MethodsData were collected from 170 Thai high school students, who responded to measures of stress, self-compassion, and school burnout. A structural equation model (SEM) was used to test the hypothetical model where the positive association between stress and school burnout was mediated by self-compassion.ResultsAll indices of the model fits were confirmed, and the proposed model explained 80% of the variance in school burnout.ConclusionThe role of self-compassion in alleviating the impact of stress on school burnout was shown and relevant implications were discussed.

scholarly journals Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

2020 ◽  
Vol 17 (9) ◽  
pp. 3058 ◽  
Author(s):  
Caterina Fiorilli ◽  
Eleonora Farina ◽  
Ilaria Buonomo ◽  
Sebastiano Costa ◽  
Luciano Romano ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Structural Equation ◽  
Emotional Adjustment ◽  
Trait Emotional Intelligence ◽  
School Students ◽  
Mediating Role ◽  
School Burnout

The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ 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.

scholarly journals What Types of Educational Practices Impact School Burnout Levels in Adolescents?

2020 ◽  
Vol 17 (4) ◽  
pp. 1152 ◽  
Author(s):  
Nicolas Meylan ◽  
Joël Meylan ◽  
Mercedes Rodriguez ◽  
Patrick Bonvin ◽  
Eric Tardif
Keyword(s):  
High School ◽  
High School Students ◽  
Protective Role ◽  
Three Dimensions ◽  
Educational Practices ◽  
Public High School ◽  
School Students ◽  
Instructional Behavior ◽  
French Speaking ◽  
School Burnout

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 < 0.001) as well as teaching time (ß = −0.16, p < 0.05) were predictors of exhaustion (R2 = 0.27). Teachers’ instructional behavior (ß = −0.22, p < 0.01) and teacher motivation (ß = −0.31, p < 0.001) were predictors of cynicism (R2 = 0.20) and application of rules (ß = −0.21, p < 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.

scholarly journals Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253552
Author(s):  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
África Martos Martínez ◽  
Ana Belén Barragán Martín ◽  
María del Mar Simón Márquez ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
High School Students ◽  
School Students ◽  
The Face ◽  
School Burnout ◽  
Academic Events ◽  
Low Performance

Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.

scholarly journals School Burnout Inventory: Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of High School Students

2022 ◽  
Vol 12 ◽  
Author(s):  
Marcos Carmona-Halty ◽  
Patricio Mena-Chamorro ◽  
Geraldy Sepúlveda-Páez ◽  
Rodrigo Ferrer-Urbina
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Related Factors ◽  
Convenience Sample ◽  
Gender Invariance ◽  
First Order ◽  
School Burnout ◽  
And Gender ◽  
Psychometric Validity

This brief report assessed the psychometric validity and gender invariance of the School Burnout Inventory (SBI) –a measure of students’ exhaustion, cynicism, and inadequacy– in a convenience sample of 972 high school Chilean students ranging between 12 and 18 years old. The results showed that: (1) the SBI produces adequate scores in terms of reliability; (2) two models (one solution of three related factors and one of second-order and three first-order factors) fitted adequately fit to our sample and was invariant across gender; and (3) the SBI scores were significantly related to other related constructs (i.e., study-related emotions, academic psychological capital, and academic engagement). Overall, the SBI was found to be a reliable and valid inventory to assess school burnout in Chilean high school students.

scholarly journals An Investigation of the Mediator Role of School Burnout Between Academic Stress and Academic Motivation

2019 ◽  
Vol 8 (4) ◽  
pp. 46
Author(s):  
Fatih Veyis ◽  
İsmail Seçer ◽  
Sümeyye Ulaş
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Academic Motivation ◽  
Academic Stress ◽  
Equation Model ◽  
School Students ◽  
Mediator Role ◽  
School Burnout

The purpose of this study is to investigate the mediator role of school burnout between academic stress and academic motivation in high school students. In the recent years, academic stress and school burnout have been considered among the problems that affect students in many ways. The study group consists of 690 high school students studying at various high school types. Academic stress, school burnout and academic motivation scales were used to collect data. Correlation analysis and structural equation model were used for data analysis. The findings of the study showed that academic stress and school burnout significantly predicted academic motivation and that school burnout had a full mediating role between academic stress and academic motivation. As a result, it is considered that school burnout is an important risk factor for students who have experienced academic stress and it is necessary to include the mediator role of school burnout in the studies aimed at reducing academic stress and improving motivation. The findings obtained from the research were discussed in line with the literature. 

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