School climate is a topic of increasing importance internationally. The current study investigated the established measurement invariance of an eight-factor school climate scale using a multi-national sample of secondary students. School climate factor means across 14 international groups were compared and findings on the association between school climate factors and mental health were also investigated. Findings from this study illustrate several

Ki szeret iskolába járni?Az iskolai kötődés, a motiváció, az énhatékonyság és a tanulmányifelelősség-vállalás vizsgálataAz iskolai eredményesség és a diákok mentálhigiénés állapota szempontjából is lényeges, hogy a diákok az iskolában jól érezzék magukat, pozitív érzelmekkel kapcsolódjanak az intézményhez és annak egyes elemeihez. Ezt a viszonyulást fejezi ki az iskolai kötődés fogalma (Hirschi, 1969; Szabó és Virányi, 2011

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.

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.

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