In the present study, we conducted a meta-analysis with 36 relevant studies, composed of 9,729 participants, to examine the relationships hetween various coping strategies and 3 dimensions of humout symptoms. Results revealed that prohlem-focused coping correlated negatively with 3 dimensions of hurnout symptoms, whereas emotion-focused coping correlated positively with the 3 dimensions. Whereas seeking social support, reappraisal, and religious copings among emotional coping strategies were negatively related to hurnout symptoms, acceptance was positively related to hurnout symptoms. The results of moderation analysis suggest that types of vocation affected the relationships between coping strategies and bumout symptoms. We discuss the implications for future research and for the amelioration of hurnout.

This study investigates the longitudinal relationships between burnout and depression among teachers. Middle and high school teachers participated in a 3-wave survey. The results of the latent growth modeling analysis revealed that there was a significant relationship between the initial status of burnout and the initial status of depression. Results also indicated a significant relationship between the change rate of burnout and the change rate of depression. Moreover, the autoregressive cross-lagged modeling revealed a causal relationship such that teacher's burnout leads to subsequent depression symptoms, not vice versa.

The purpose of this study was to examine the factorial validity of the MBI-SS in Korean students. Specifically, we investigated whether the original three-factor structure of the MBI-SS was appropriate for use with Korean students. In addition, by running multi-group structural equation model analyses with factorial invariance tests simultaneously for both genders (i.e., males and females) and academic settings (i.e., middle school and high school), we tested whether the factor loading and correlations between factors can be similarly interpreted across the different groups. Results indicated that the MBI-SS is a valid instrument to measure academic burnout of Korean students. Furthermore, results presented the possibility that the MBI-SS could be used regardless of cultural background. Implications for future research and practice and limitations are discussed.

The purpose of this study is to identify specifi c burnout patterns among Korean students. Using a cluster analysis procedure and the Maslach Burnout Inventory-Student Survey, four clusters were identifi ed: (1) distressed group;(2) laissez-faire group; (3) persevering group; and (4) well-functioning group. In addition, the results of categorical regression analysis indicated that self-esteem and Grade Point Average (GPA) were good discriminators between the four clusters. Specifi cally, students who self-identifi ed as not experiencing burnout (well-functioning group) were found to have the highest scores on GPA and positive self-esteem. Practical implications for educators are discussed.

No abstract