School Burnout Inventory: Latent Profile and Item Response Theory Analyses in Undergraduate Samples

May, Ross W.; Rivera, Peter M.; Rogge, Ronald D.; Fincham, Frank D.

doi:10.3389/fpsyg.2020.00188

Cited by 11 publications

(7 citation statements)

References 41 publications

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“…Nonetheless, a recent study by [36], using an item response theory (IRT) analysis, identified a new SBI structure based on four items (instead of the original nine items structure), and none of these pertain to the emotional exhaustion dimension.…”

Section: Introductionmentioning

confidence: 99%

An Italian Adaptation of the Burnout Assessment Tool-Core Symptoms (BAT-C) for Students

et al. 2022

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Burnout is psychological, physical, and emotional suffering that may affect students with low or inadequate resources to face stressful events at school. Although the existing instruments are used worldwide to assess school burnout risk, they show several flaws and mainly focus on the emotional facets of the syndrome. No previous studies have developed a multi-component tool to reveal students’ burnout by simultaneously analyzing cognitive, behavioral, and emotional problems. The central core of the current study is to adapt the Burnout Assessment Tool-Core symptoms (BAT-C; Schaufeli et al., 2020), comprising four subscales, exhaustion, mental distance, cognitive impairment, and emotional impairment, for a sample of Italian students. The factor structure, the reliability, and the validity of the scale are investigated. The participants are 745 middle school students (male, 52.2%; aged 9–13, M = 11.84, and SD = 1.21). Confirmatory factor analyses confirmed the best fit of the second-order model (four first-order factors and one second-order factor). Specifically, four factors were loaded onto a main high-order factor, which constitutes the BAT-C. Our findings support the Italian adaptation of the BAT-C for students’ samples as a valid instrument for measuring the core symptoms of school burnout.

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Section: Introductionmentioning

confidence: 99%

An Italian Adaptation of the Burnout Assessment Tool-Core Symptoms (BAT-C) for Students

et al. 2022

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“…In particular, profiles 3 and 4 were not completely comparable at year 2 and 3 of preschool as we described earlier. Because we could not establish measurement invariance, we decided to examine the longitudinal patterns with RMLPA instead (e.g., May et al, 2020). Thus, we examined the numerical performance of children across preschool year 2 and year 3 in one LPA model.…”

Section: Resultsmentioning

confidence: 99%

“…However, as described in the Results section, measurement invariance could not be established. We therefore decided to use an alternative approach to model children’s numerical abilities across the two time points, namely repeated measures of LPAs (RMLPA; Collins & Lanza, 2010; May et al, 2020). RMLPA aims to identify a categorical latent variable that underlies the heterogeneity in responses or behavior of individuals over time.…”

Section: Methodsmentioning

confidence: 99%

Longitudinal pathways of numerical abilities in preschool: Cognitive and environmental correlates and relation to primary school mathematics achievement.

Bakker¹,

Torbeyns²,

Verschaffel³

et al. 2023

Developmental Psychology

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Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated with them. We applied a person-centered approach to a 5-year longitudinal study (N = 410, 213 boys) conducted in Belgium from preschool to grade 3. Preschoolers (Mage = 58.14 months, SDage = 3.51) were selected to represent the full range of socioeconomic backgrounds. We examined via Latent Profile Analysis the heterogeneous patterns that exist in preschoolers’ early numerical development using measures of counting, numeral identification, comparison, ordering, and arithmetic abilities. We investigated the association between the derived numerical ability pathways, general cognitive factors (working memory, language, spatial ability) and the home math environment. We also evaluated the relation of these early numerical ability pathways to later mathematics achievement in grade 1 and 3. Four longitudinal pathways emerged: a low (15%), below-average (28%), above-average (44%), and a high numerical ability pathway (13%). Differences between the four pathways were mostly quantitative. Most of the general cognitive factors contributed to pathway membership, whereas the home math environment and socioeconomic status (SES) did not. The pathways differed in mathematics achievement in grade 1 and 3, and most of these differences remained when the covariates were considered. The results highlight the heterogeneity that is already present in preschoolers’ numerical abilities and their predictive value for subsequent mathematics achievement.

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“…van den Heuvel et al, 2020) and burnout (e.g. May et al, 2020;Wang et al, 2015) have also revealed very stable trajectories. However, some of these studies have also found that work engagement tends to slightly increase as a function of age (James et al, 2011;Kim & Kang, 2017), whereas Zuo et al (2021) noted that work engagement levels tended to slightly decrease over a period of five days.…”

Section: Within-sample and Within-person Stabilitymentioning

confidence: 98%

Teachers' profiles of work engagement and burnout over the course of a school year

et al. 2023

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This research relies on a combination of variable‐ and person‐centered approaches to improve our understanding of the dimensionality of work engagement and burnout. Among 1004 teachers who completed a questionnaire twice over an eight‐month period, our results first revealed that work engagement and burnout ratings simultaneously reflected two global overarching constructs co‐existing with six specific dimensions (vigor, dedication, and absorption as well as emotional exhaustion, cynicism, and professional efficacy). We then examined the profiles taken by these global and specific dimensions, documented their stability and interrelations over time, and tested their associations with theoretically relevant predictors. Three work engagement (Vigorously Engaged, Disengaged, Engaged) and three burnout (Burned‐Out, Adapted, Normative) profiles were identified. Most Disengaged teachers at Time 1 corresponded to the Burned‐Out profile at Time 2, and most Burned‐Out teachers at Time 1 corresponded to the Disengaged profile at Time 2. Workload perceptions increased teachers' likelihood of membership into the Disengaged profile relative to the Engaged one. In contrast, most job resources perceptions (control, rewards, and values) predicted an increased likelihood of membership into the Engaged profile relative to the Disengaged one.

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School Burnout Inventory: Latent Profile and Item Response Theory Analyses in Undergraduate Samples

Cited by 11 publications

References 41 publications

An Italian Adaptation of the Burnout Assessment Tool-Core Symptoms (BAT-C) for Students

An Italian Adaptation of the Burnout Assessment Tool-Core Symptoms (BAT-C) for Students

Longitudinal pathways of numerical abilities in preschool: Cognitive and environmental correlates and relation to primary school mathematics achievement.

Teachers' profiles of work engagement and burnout over the course of a school year

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