Gender Differences in Learning Burnout among Special Education Students

Arumede, Florence Ijeoma; Eskay, Michael; Eneh, Annastasia Uchenna; Aja, Jane Ogoma

doi:10.5539/gjhs.v11n14p119

Cited by 3 publications

(1 citation statement)

References 14 publications

(15 reference statements)

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“…Our findings showed that there is no significant difference in mean academic burnout among the students. This finding is in line with a study which explored gender differences in burnout of students in Nigeria (Arumede et al, 2019). Furthermore, a previous study showed among 36 postgraduate students, a no significant difference in pretest mean burnout scores (Ezeudu, et al, 2019).…”

Section: Discussionsupporting

confidence: 91%

Gender Differences in Academic Burnout Among Childhood Education Students

Okeke¹,

Aneke²,

Ifelunni³

et al. 2020

GJHS

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This research examined the level of academic burnout as experienced by male and female childhood education students in Nigerian Tertiary Institutions in the South-east zone. Sixty (60) conveniently sampled childhood education students from public colleges of education and public universities were the respondents of this descriptive survey. A well-validated questionnaire assessing academic burnout in students was used for data collection. We used independent t-test for analysis of data collected. Results showed no significant difference in mean academic burnout among the male and female students. School-driven interventions are required to help these students in reducing academic burnout concerns.

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Section: Discussionsupporting

confidence: 91%

Gender Differences in Academic Burnout Among Childhood Education Students

Okeke¹,

Aneke²,

Ifelunni³

et al. 2020

GJHS

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show abstract

WITHDRAWN: Academic Burnout and its association with cognitive emotion regulation strategies among adolescent girls and boys

Chen

2021

Aggression and Violent Behavior

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The moderation effect of genderon the relationship between student alienation, engagement, and burnout

Tomaszek

2020

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Background: Burnout syndrome is a condition which can affect people in a variety of settings and in every period of life. Preliminary studies have focused on adults’ burnout related to occupational hazards. However, in recent years researchers have become increasingly interested in student burnout in the academic and school setting. Objective: The current study analyzed the moderation effect of gender on the association between student engagement, student alienation, and school burnout. Methods: 109 secondary school adolescents completed questionnaires concerning student burnout (ESSB scale), engagement (SSEM scale), and alienation (PAI inventory) scores. Data collection was voluntary and without compensation, and took place during the students’ class hours. Results: The moderation effect of gender was discovered forthe relationship between student burnout and total alienation and anomy scores, but not for engagement indicators. In the female sample, 63% of variance in the ESSB total score was explained by engagement indicators. In the male sample, burnout was connected with lower belonging and productivity and higher social isolation, which explained 32% of the variance in the ESSB score. Conclusion: In sum, the results suggest that disengagement increases the risk of student burnout in both adolescent girls and boys. However, social isolation must also be considered as an important predictor of this syndrome in adolescent boys. Thus, the gender gap should be included in prevention interventions.

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Gender Differences in Learning Burnout among Special Education Students

Cited by 3 publications

References 14 publications

Gender Differences in Academic Burnout Among Childhood Education Students

Gender Differences in Academic Burnout Among Childhood Education Students

WITHDRAWN: Academic Burnout and its association with cognitive emotion regulation strategies among adolescent girls and boys

The moderation effect of genderon the relationship between student alienation, engagement, and burnout

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