Student burnout

Aulak, D. S.; Quinn, Barry Francis Arthur; Wilson, Nancy

doi:10.1038/sj.bdj.2016.156

Cited by 5 publications

(2 citation statements)

References 6 publications

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“…Also, the results showed that intuitive and rational decision-making styles in the relationship between responsibility and academic burnout were not significant and could not play a mediating role. But avoidant, spontaneous and dependent decisionmaking styles were significant in the relationship between responsibility and academic burnout and could play a mediating role; This finding of the research is consistent with the results of previous studies such as the results of Aulak et al (2016), Chang et al (2015), Sepah Mansour (2017), Nazari and Mokhtari Dinani (2018) and Saemi et al (2014).…”

Section: Discussionsupporting

confidence: 91%

Research of structural relationship between responsibility and academic burnout with mediating role of decision- making styles in secondary public high school students

Rezazadeh¹,

Hormozi

Shariatmadar

2021

علوم روانشناختی

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Background: Many students enter different educational levels each year with enthusiasm, passion and hope for future. Although it is expeted that the enthusiasm and passion would last to amount to personal and social progress in the best possible way, some students get academic burnout, Therefore, the main issue of the study is to investigate the structural relationship between responsibility and academic burnout with the mediation of decision-making styles of high school students. Aims: The present research aimed to study the structural relationship between responsibility and academic burnout with mediating role of decision-making styles in the secondary high school students. Methods: This was a descriptive reseach with correlation methods and structural equation modeling. The statistical population of the research included all the male students (2031 members, that among them, 323 have been chosen by Cluster Random Sampling method) studying in grades 10 and 11 in secondary public high schools of Yazd, in the educational year 2019-20. Gathering data is made possible by questionnaire of evaluating the level of students' responsibility (Monireh Kordloo, 2010), GDMS general decision making questionnaire (Scott & Bruce, 1995) and MBI-SS educational burnout questionnaire (Breso and colleauges, 2007). Afterwards, The data has been scrutinized through Analysis of Covariance (ANCOVA) and Regression analysis. Version 24 of AMOS software is used for analyzing data in this research. Results:The results revealed that responsibility has negative and statistical significance on the secondary high school students' academic burnout (P<0/001). Furthermore, the results revealed that the decision-making styles affect the secondary high school students' academic burnout, in such a way that avoidant, dependent and spontaneous decision-making styles have positive and statistical significance (P<0/001) while the rational and intuitive decision-making styles have negative and statistical significance (P>0/01). Conclusion: Regarding the importance of responsibility and students' decision-making styles variables that are in correlation with burnout variable and the necessity of improving them to enhance the academic and educational quality, it is vital to evaluate and indicate the relationship between these variables.

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Section: Discussionsupporting

confidence: 91%

Research of structural relationship between responsibility and academic burnout with mediating role of decision- making styles in secondary public high school students

Rezazadeh¹,

Hormozi

Shariatmadar

2021

علوم روانشناختی

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“…Sin embargo, dichas diferencias de burnout entre hombres y mujeres también se pueden deber a la cultura, la profesión, el trabajo, otras tensiones encontradas y la medida utilizada para evaluar (Malach-Pines y Ronen, 2016). La clave para el manejo del burnout es la identificación temprana y la intervención rápida y efectiva (Aulak et al, 2016); ya que es un síndrome silencioso y nocivo (Acosta et al, 2016); por tanto, el objetivo de este estudio es analizar las diferencias por género a través de los factores que componen el Maslach Burnout Inventory Student Survey (MBI-SS) adaptado por Shaufeli et al (2002).…”

Section: Rodríguez-villalobosunclassified

El Burnout Académico Percibido en Universitarios; Comparaciones por Género

et al. 2019

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El objetivo de esta investigación consistió en comparar los perfiles de burnout percibido de mujeres y hombres universitarios en la Universidad Autónoma de Chihuahua, México. La muestra total fue de 1180 participantes; 598 mujeres y 582 hombres, con una edad media de 20.50 años y 20.84 años, respectivamente. El abordaje adoptado en la investigación se enmarcó dentro de un enfoque cuantitativo con un diseño descriptivo tipo encuesta. Todos los participantes contestaron el Inventario de Burnout para Estudiantes de Maslach. Los resultados del análisis multivariante de varianza, seguido por los análisis de varianza univariados, muestran que las mujeres en comparación con los hombres reportan mayores niveles de burnout académico en las tres dimensiones estudiadas (Agotamiento, Cinismo y Eficacia). Las diferencias encontradas entre hombres y mujeres con respecto a su percepción de burnout académico, sugieren que al diseñar cualquier tipo de intervención que tenga como objetivo la disminución del burnout percibido habrá que tomar en cuenta a la variable género.

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The First Stage of Professionalization: Education

Koff

2021

The Dental Team in the European Union

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Student burnout

Cited by 5 publications

References 6 publications

Research of structural relationship between responsibility and academic burnout with mediating role of decision- making styles in secondary public high school students

Research of structural relationship between responsibility and academic burnout with mediating role of decision- making styles in secondary public high school students

El Burnout Académico Percibido en Universitarios; Comparaciones por Género

The First Stage of Professionalization: Education

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