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The development of students' socio-affective and social skills is part of the general objectives of national curricula (Eurydice, 2018). These are extremely important aspects in the educational context as they are part of students' overall development (Abrahams et al., 2019). In line with these curricular aims, large-scale evaluation programs have begun to include non-cognitive aspects. For example PISA 2015 included collaborative problem solving (OECD, 2017), and in 2018 it included global competence, conceptualized as the capacity to understand others' perspectives and points of view (OECD, 2018, 2019). Educational evaluations with large samples in Latin America have explored socioeconomic factors associated with performance (Murillo & Hernández-Castilla, 2011). In the United States, The National Assessment of Educational Progress includes an adaptation of the Grit Scale (Duckworth et al., 2007). Grit is one of the noncognitive variables that has appeared most often in the literature over the last ten years. It consists of a positive trait based on an individual's perseverance, combined with the passion for achieving a long-term objective (Duckworth et al., 2007). As Duckworth (2016) put it, being gritty is holding on tightly to a meaningful objective, being gritty is falling seven times but getting up eight. Despite the increase in research into grit in the last ten years, results have not been conclusive. One of the most recent debates about grit is whether it should be considered as a general or specific domain (Cormier et al., 2019). Most studies have focused on grit

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ResumenHasta la fecha, el síndrome de burnout no ha sido específicamente analizado en el colectivo arbitral, aun conociendo sus importantes consecuencias físicas y emocionales. En el presente trabajo se evalúa, mediante el Athlete Burnout Questionnaire, la totalidad de árbitros de 1ª y 2ª División de la LFP (n=123). Además, se estudia la relación del síndrome en este colectivo con el estrés, ansiedad y apoyo social. Los resultados muestran una prevalencia del síndrome del 2.44%. Aunque, en general, no existen diferencias estadísticamente significativas en las dimensiones del síndrome en función de la División, rol (árbitro principal o asistente) y experiencia arbitral, existe una tendencia a que los árbitros principales, de 1ª División y más experimentados presenten mayor riesgo de desarrollar el síndrome. Finalmente, se confirma la relación del estrés, ansiedad y apoyo social con el burnout en este colectivo (r =.78).Palabras clave: síndrome de burnout, fútbol, árbitros, prevalencia, estrés AbstractTo date, the burnout syndrome has not been specifically assessed in referees, knowing its important physical and emotional consequences. In this paper, all soccer referees from 1 st and 2 nd Division (n=123) of the Professional Spanish Soccer League (LFP) are assessed through Athlete Burnout Questionnaire. Furthermore, the relationship between the syndrome in referees and stress, anxiety and social support is examined. Results display a prevalence of burnout of 2.44%. Although, in general, no statistically significant differences have found in the dimensions of burnout syndrome according to the Division, role (head referee or assistant) and refereeing experience, there is a tendency for the head referees from 1 st Division and more expertise report a higher risk of developing the syndrome. Finally, the relationship between stress, anxiety and social support and the syndrome is confirmed in this group (r =.78).

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