School burnout, depressive symptoms and engagement: Their combined effect on student achievement

Fiorilli, Caterina; Stasio, Simona De; Chiacchio, Carlo Di; Pepe, Alessandro; Salmela‐Aro, Katariina

doi:10.1016/j.ijer.2017.04.001

Cited by 181 publications

(166 citation statements)

References 51 publications

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“…This is consistent with studies that have reported emotional exhaustion as the MBI scale with the greatest power to describe the construct [57,90,91]. As other studies [48] suggest, emotional exhaustion is the most explicative scale, when it comes to defining burnout and identifying its associations with other variables.…”

Section: Why High Perceived Negative Emotion Intensity Is Associatedsupporting

confidence: 88%

“…The most stressful events for teachers are student misbehavior and failures in the teaching and learning process [33,48,57,58]. These job demands can lead teachers to develop burnout, which in turn can seriously compromise their ability to manage student-teacher relationships in terms of treating students in a way that is appropriate and that safeguards the educational relationship [45, 59 -61].…”

Section: Teachers' Appraisals Of Relational Events and Burnout Riskmentioning

confidence: 99%

“…Specifically, burned-out teachers reported experiencing more negative feelings about students and colleagues and a poorer quality of work-related relationships. Curchod-Ruedi et al [62] and Authors [57] in two different cultural contexts have found a significant relationship between teachers' expression of disgust towards aggressive pupils and high levels of emotional exhaustion and cynicism. In other words, the more teachers experience burnout syndrome, the more they have difficulty in moderating their displays of negative emotion in the presence of their disruptive students.…”

Section: Teachers' Appraisals Of Relational Events and Burnout Riskmentioning

confidence: 99%

“…The direct effect of teachers' levels of burnout on their appraisal of students' emotions indicates that teachers, when emotionally fatigued, tend to appraise their working conditions more negatively, therefore perceiving their students' negative emotions as particularly intense. A possible explanation is that burned-out teachers perceive the school or classroom context as more threatening than before they developed such negative reactions: as a consequence, detachment and cynicism may act as coping strategies, given that they allow teachers to protect themselves from the "emotional threats" they perceive [57,82,90]. At the same time, the indirect effect means that, because of the intense negativity perceived at school, their emotional experience is further compromised, therefore generating a recursive impact on their burnout condition.…”

Section: Why Burned-out Teachers Are At Risk Of Failure In Their Emotmentioning

confidence: 99%

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At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

Fiorilli¹,

Pepe²,

Buonomo³

et al. 2017

TOPSYJ

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Background:Teachers are at-risk of burnout due to continuous emotional demands. Existing research suggests that there is a strong relationship between the burnout phenomenon and teachers' propensity to experience unpleasant emotions. Objective:The current study examined whether teachers' levels of burnout affect the process by which they appraise school-life events that elicit negative emotions. Methods:Participants were 316 school teachers. Teachers' appraisal of both students' negative emotion intensity (SAE) and their own negative emotion intensity (TAE) was evaluated via the Emotional Competence Questionnaire. Teachers' burnout levels were measured using the Maslach Burnout Inventory. The main hypothesis was tested by using SEM to assess a full model. Results:The findings suggest that burnout compromises teachers' appraisal of both their students' and their own negative emotion intensity. Conclusion:We discuss how our main findings may be interpreted and explore their implications for educational settings.

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Section: Why High Perceived Negative Emotion Intensity Is Associatedsupporting

confidence: 88%

Section: Teachers' Appraisals Of Relational Events and Burnout Riskmentioning

confidence: 99%

Section: Teachers' Appraisals Of Relational Events and Burnout Riskmentioning

confidence: 99%

Section: Why Burned-out Teachers Are At Risk Of Failure In Their Emotmentioning

confidence: 99%

See 2 more Smart Citations

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

Fiorilli¹,

Pepe²,

Buonomo³

et al. 2017

TOPSYJ

Self Cite

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“…This setup may place undue pressure both on children and their parents, which may potentially engender negative consequences on the learning, motivational, emotional, and achievement processes of the students [18]. Therefore, it is essential to explore how children and their families experience and conceptualize their academic experience and performance in general, as well as how these aspects may affect their well-being and psychosocial adjustment.Academic well-being is a multi-dimensional construct created in order to address both the importance of students' well-being for their academic outcomes [19] and the centrality of the school contexts in their lives [20]. Although there is no agreed upon definition of the construct, academic well-being has often been employed in empirical research because of its increased pragmatic utility, albeit with varied conceptualizations [21].…”

mentioning

confidence: 99%

Children’s and Mothers’ Achievement Goal Orientations and Self-Efficacy: Dyadic Contributions to Students’ Well-Being

et al. 2020

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Starting from the basic idea that identifying predictive family factors for children's well-being is among the levels of the psychology of sustainable human development, our study aimed to investigate the impact of mothers' achievement goal orientations and parental self-efficacy on their children's academic well-being, considering children's own achievement goals as a mediator variable. The entire sample comprised 350 participants: 175 children (42.86% boys) and their respective mothers. Children were enrolled in the 4th grade (n = 85; M age = 10.44, SD = 0.49), in the 8th grade (n = 62; M age = 14.45, SD = 0.53), and in the 12th grade (n = 28; M age = 18.39, SD = 0.62). The results indicated that mothers' motivational orientations had a strong effect on their children's corresponding motivational orientations. Mothers' achievement goal orientations and parental self-efficacy had significant effects on children's well-being, mediated by children's goal orientations. Children's well-being was positively predicted by mothers' mastery and performance-approach goal orientations, with variations between age groups. The importance of the parental motivational orientations in the development of the children's corresponding orientations and well-being suggests that changing academic adaptation might be possible by operating early interventions at the parents' level. Further research is necessary to explore why performance-approach goals had a positive impact on well-being in this cultural context, as previous studies revealed that this type of goal orientation may be detrimental to well-being.Sustainability 2020, 12, 1785 2 of 24 development of children and adolescents (e.g., [6][7][8][9][10][11]). On the basis of the existing parenting models in the literature, three characteristics of parents influencing the development of children were identified: the parents' beliefs (values and goals in socializing their children); the parenting practices they employ; and the parenting style as a more global configuration of different parenting practices reflecting the parents ' beliefs, attitudes, or values [12]. In the scientific literature, parental socialization was captured as a function of two dimensions: responsiveness, viewed as involvement, warmth, or parental sensitivity to the child's states and needs, and demandingness, viewed as claims parents make of the child, strictness, supervision, or disciplinary effort [12][13][14]. Thus, in the research field, different parental beliefs, practices, and styles capturing one of the two aforementioned dimensions or a combination of the two were investigated in order to identify the best parenting practices.However, psychologists in the area of parenting paid special attention to studying parental practices and styles, but they paid scant attention to parents' beliefs [12], which were also related to the child's competences and adjustment in different socialization domains, such as academic achievement.In the present study, in the framework of social-cognitive theory [15], we set o...

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A systematic review of longitudinal changes in school burnout among adolescents: Trajectories, predictors, and outcomes

Vansoeterstede

Lichtlé

Cappe

et al. 2022

Journal of Adolescence

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Introduction School burnout (SBO) is a public health issue with possible long‐term consequences that occurs among developing adolescents. To design prevention policies, SBO's causes and consequences must be established. Moreover, a better understanding of its development might help identify key moments for interventions. Longitudinal studies can reveal whether SBO changes or remains stable over time and can track how its different dimensions develop. They can also clarify the distinction between the predictors and outcomes of SBO. Methods This systematic review follows PRISMA guidelines and aims to synthesize knowledge about the development of SBO and its predictors and outcomes. We queried databases for articles published between January 2002 and February 2021 that use a quantitative assessment of SBO and have longitudinal designs using students in secondary education. Results Forty‐three articles representing 48 studies were included in this review. The most‐documented risk factors are female gender and high school academic track. Exhaustion is the first dimension of SBO to develop. The most‐documented risk factors are female gender and high school academic track. Relationships with parents serve as a protective factor. Outcomes of SBO include lower engagement at school, impaired identity development, and lower satisfaction with life. Complex relationships are found between SBO, problematic use of internet, problematic use of social media, and depressive symptoms. The three are likely to be caused by SBO but probably develop in vicious cycles. Conclusion More research on the organizational factors influencing SBO in diverse educational systems is needed.

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School burnout, depressive symptoms and engagement: Their combined effect on student achievement

Cited by 181 publications

References 51 publications

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

Children’s and Mothers’ Achievement Goal Orientations and Self-Efficacy: Dyadic Contributions to Students’ Well-Being

A systematic review of longitudinal changes in school burnout among adolescents: Trajectories, predictors, and outcomes

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