Students’ Depression and School Burnout in the Context of Family Network Acceptance and Deviation from Balanced Time Perspective

Abstract

Nowadays, a growing increase in depression and school burnout is being observed in students. The research aim is to test the mediating effect deviation from balanced time perspective, gender, and subjective sense of family network acceptance on the relationship between depression and school burnout. The sample consisted of 355 students (61.6% girls, 48.4% boys) from the third grade of high school in the south of Poland (mean age 18.5). The student school burnout scale for youth, Time Perspective Inventory, and Depression Scale for youth were used in the survey. Results showed significant relationships between the time perspective indicators, depression, and school burnout as well as a mediation effect of the past time perspective and the fatalistic present time perspective towards depression through school burnout. The findings confirmed that the focus of a person on immediate hedonistic goals becomes significant for the severity of depression only after accounting for the level of school burnout. Conclusions comprised the design of psychological interventions aimed at the group of young people experiencing depression and school burnout considering the time perspective development.

Evaluation of the Relationship Between Stress and Time Perspective with Academic Burnout in Paramedical Students

“…Any factor or stimulus, e.g., dealing with a patient, can cause stress, and academic burnout occurs when a person is exposed to prolonged stress (34). Students' evaluation of the inconsistency of demands with internal resources leads to their stress, which results in academic burnout as a negative reaction to these stresses (35).…”

School Burnout in Secondary and High School Students

“…The other studies were omitted since they lacked the necessary correlational data or descriptive statistics, that might have yielded co-relational information. (Bilgiz & Peker, 2021;Fiorilli et al, 2020;Gabola et al, 2021;Grazia, 2022;Lehto et al, 2019;Macalka et al, 2022;Meylan et al, 2020;Molinari & Grazia, t.y. ;Ponkosonsirilert et al, 2020;Read et al, 2022;Romano et al, 2021;Salmela-Aro & Upadyaya, 2020;Teuber et al, 2021;Tomaszek & Muchacka-Cymerman, 2020;Widlund et al, 2020).…”

“…Seven of the included studies investigated interaction mediation (Bilgiz & Peker, 2021;Fiorilli et al, 2020;Güngör,2019;Macalka et al, 2022;Ponkosonsirilert et al, 2020;Veyis et al, 2019;Widlund et al, 2020).…”

Student Burnout in Children and Adolescents: The Role of Attachment and Emotion Regulation

“…At the school level, elevated school demands (i.e., authority conflict, emotional and mental demands), learning pressure, poor interpersonal relationships, and a negative teaching environment were positively related to burnout symptoms, while school resources (i.e., teacher support, control, autonomy) showed a negative association to burnout symptoms [ 20 , 21 ]. Concerning family factors, parenting style, family economic status, and parental support and acceptance have been found to influence burnout symptoms [ 20 , 22 , 23 ]. Further, elevated levels of life stress positively predict academic burnout in student samples [ 24 ].…”