Acknowledgements:We are grateful for Fruzsina Lukács, József Salamon, and János Salamon for the data gathering. Highlights The factor of the Academic Motivation Scale (AMS) was assessed.  Hungarian and French high school and university students participated.  Exploratory structural equation modeling (ESEM) supported the 7-factor model.  The AMS was reliable based on three different indices.  Gender invariance was high, age-and language invariances were low. Abstract The goal of the present research was to the cross-cultural examination of the factor structure of the Academic Motivation Scale (AMS) and its extensive invariance testing with exploratory structural equation modeling (ESEM). Three comprehensive samples were collected: a Hungarian high school (N = 1139), a Hungarian university (N = 1163) samples, and a French university (N = 1009) sample. Compared to confirmatory factor analysis, ESEM demonstrated better model fit and less inflated inter-factor correlations in all three samples. Among Hungarian high school students, intrinsic dimensions were less differentiated. Gender invariance was confirmed on the level of latent means. As for age-and language invariance, only configural invariance was supported. The AMS showed mostly adequate reliability and good temporal stability. Based on the present and prior studies, ESEM appears to be the most adequate analytic strategy for the deeper understanding of academic motivations measured by the AMS.

Student burnout is a serious problem in higher education. It is associated with harmful consequences, such as decreased engagement, performance, and motivation, which can lead to dropout. The job demand-resource model of burnout is a comprehensive framework to grasp the factors related to the emergence of burnout. Although numerous studies claim its suitability in explaining burnout in work environments, its applicability in the educational context is less explored. The study aimed to analyze the structure and reliability of the newly developed University Demand-Resource Questionnaire (UDRQ) and to explore the links between its subscales and symptoms of student burnout. Using the online survey method, 743 Hungarian undergraduate students participated in the data collection. The student version of the Maslach Burnout Inventory was used in addition to the UDRQ. In the data analysis procedure, confirmatory factor analysis, correlation analysis, and structural equation modeling were utilized. The confirmatory factor analysis identified a five-factor structure related to both demands and resources. Correlation analysis revealed burnout to be associated positively to the subscales of demands and negatively to resources. Structural equation modeling analysis indicated that all five demands and two resources subscales can be used to build a model that predicts a significant proportion of the variance of student burnout scores. The findings suggest the demand-resource theory is an appropriate framework to predict burnout in higher education. The newly developed UDRQ has stable structure and good reliability and can be a useful tool in subsequent research related to student burnout.

Acknowledgements: We thank Ágnes Szokolszky for her helpful comments on the manuscript. According to Zimbardo and Boyd (1999), time perspective (TP) is an unconscious and individually determined attitude towards time. The conceptualization of psychological time includes three time zones: past, present and future. People differ in the manner they relate to time and this attitude is strongly related to a wide range of behavior. Several studies identified TP dimensions behind a broad variety of behaviors such as health-related issues (e.g

A kiégés-szindróma kialakulása, jellemzőiA munkahelyi élmények egyéni mentálhigiénés állapotra gyakorolt hatásának feltárására a huszadik század utolsó időszakában került a pszichológiai kutatások homlokterébe. A "burnout-szindróma" fogalmának meghatározása és a tünetcso-port első leírása a kórházi személyzet pszichológiai terhelésének vizsgálatához kapcsolódott. Freudenberger (1974) megfigyelései szerint a kiégés-szindrómában szenvedő egyéneket gyakran gyötri fáradtság és kimerültség, könnyen betegszenek meg, fejfájás-tól, emésztési problémáktól és alvási zavaroktól szenvednek. Emellett jellegzetes, érzel-mileg túlfűtött reakciókat mutatnak: frusztráltnak, ingerültnek tűnnek, gyakoriak náluk az impulzív válaszok. A kiégés-szindrómában szenvedők kevésbé toleránsak a nehézsé-geket okozó helyzetekkel szemben, türelmetlenebbek, jellemző rájuk a negatív hozzáál-lás és a cinikus reagálási módok, melyek a közvetlen környezetük számára is nehézzé teszik a helyzet kezelését (Maslach és Goldberg, 1998).

Background and aims We studied teacher burnout and its relationship with job demands and resources, collective self-efficacy, and social support. Previous studies indicate that the factors of burnout (depersonalization, emotional exhaustion, and reduced personal accomplishment) develop in work environment where demands exceed resources, and where social support and collective self-efficacy are both perceived to be low. Methods Online survey method was used (N = 664) in this study. Organizational and social context was measured using the job demands and resources model, and measuring perceived collective self-efficacy of the workplace and social support of the coworkers. Results Based on the results of correlation analysis, different types of job demands are associated positively with burnout, while job resources, collective self-efficacy, and social support prove to have negative relationship with burnout. The ratio of demands and resources (workload index) also has a strong link to burnout scores. Using linear regression analysis to build a model revealed professional social support, possibility of personal development and job demands as significant predictors of burnout. Discussion These findings emphasize the importance of professional social support in the prevention of burnout. The results indicate that training programs which strengthen social support between coworkers are much needed, and that school psychologists can help teachers to develop more supportive communities.