The Effect of School Burnout on Academic Achievement and Well-Being in High School Students: A Holistic Model Proposal

Özhan, Mehmet Buğra; Yüksel, Galip

doi:10.33200/ijcer.824488

Cited by 12 publications

(16 citation statements)

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“…Literature shows that adolescents already have to cope with a lot of educational stressors independent of a crisis, whereby educational stress has generally been associated with the risk of school burnout and exhaustion at school ( Bask and Salmela-Aro, 2013 ; Nazar et al, 2020 ; Özhan and Yüksel, 2021 ) being associated with lower academic achievement ( Madigan and Curran, 2021 ). During the pandemic, adolescents had to deal with many uncertainties about their academic future, potentially increasing this risk for exhaustion.…”

Section: Discussionmentioning

confidence: 99%

“…Adolescents’ educational concerns have been investigated as symptoms of school burnout, which is defined by cynicism, exhaustion at school, and a sense of inadequacy at school ( Bask and Salmela-Aro, 2013 ). Recent work shows that school burnout is associated with lower mental health ( Nazar et al, 2020 ; Özhan and Yüksel, 2021 ) and lower educational achievement ( Madigan and Curran, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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Educational Concerns, Health Concerns and Mental Health During Early COVID-19 School Closures: The Role of Perceived Support by Teachers, Family, and Friends

et al. 2022

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This study investigated whether school closures and health-related uncertainties in the early phases of the COVID-19 pandemic posed risk factors for adolescents’ mental health and whether perceived social support by parents, teachers, and friends functioned as protective factors. In particular, we argued that perceived social support would buffer negative associations between educational and health concerns and mental health. Based on a person-centered approach, we first examined resilience profiles. These profiles reflect configurations regarding the levels of these risk and protective factors and levels of mental health. Second, we analyzed whether these risk and protective factors predicted adolescents’ mental health differently by using a variable-centered approach. The sample consisted of 1’562 adolescents (Mage = 16.18, SD = 1.48, range = 14-20 years; 72% females) in lower and higher secondary education from three regions: German-speaking part of Switzerland, N = 486; Italian-speaking part of Switzerland, N = 760; and Northern Italy N = 316. Results from the person-centered approach revealed three latent profiles characterized by low (19%), average (47%), or high resilience (34%). Lower resilience was associated with higher educational concerns, lower perceived social support, and lower mental health, while high resilience was characterized by lower concerns, higher support, and higher mental health. Importantly, educational concerns varied more between profiles than health concerns, and perceived teacher and family support varied more than perceived friend support. Corroborating these findings, the variable-centered approach (i.e., a path analysis) revealed that educational concerns were a stronger predictor than health concerns and pointed to a higher relative importance of perceived family support for adolescents’ mental health relative to perceived teacher and friend support. Taken together, the findings suggest that adolescents’ educational concerns and perceived family support, respectively, were stronger risk and protective factors for their mental health during school closures related to the COVID-19 pandemic. Finally, adolescents from regions being more exposed to the COVID-19 pandemic, namely, Italian-speaking part of Switzerland and Northern Italy, were more likely classified in the low or the average rather than in the high resilience profile compared to students from the region with lower exposure, that is, the German-speaking part of Switzerland.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Educational Concerns, Health Concerns and Mental Health During Early COVID-19 School Closures: The Role of Perceived Support by Teachers, Family, and Friends

et al. 2022

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“…The college students who are capable of achieving fundamental psychological needs show a number of characteristics, namely: autonomous, competent, have a sense of connection to school, and supportive relationships with peers, and have a low level of academic saturation (Alós Cívico, Acedo, Maldonado Herves, & Moreno Osella, 2021;Kim et al, 2021;Özhan & Yüksel, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…This is because individuals are able to face academic demands, are optimistic, have academic interests, and have good personal development. Özhan and Yüksel (2021) stated that an increase in student academic burnout can have a negative impact on their psychological well-being. The psychological well-being of individuals is also influenced by the academic burnout experienced during learning in college.…”

Section: Introductionmentioning

confidence: 99%

Psychological Well-Being and Student Academic Burnout

Indreswari

Probowati

Rachmawati

2022

J. Kaji. Bimbing. dan Konseling

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Psychological well-being is an important aspect for students that needs to be considered in the current situation, which in fact many are faced with academic burnout. This research was conducted with the aim of knowing the relationship between psychological well-being and student academic burnout. The research design used is correlation, with a research sample of 180 students. The sampling technique used is proportional random sampling. Collecting data using psychological well-being scale and academic burnout scale. The data analysis technique used is Pearson's product moment. The results showed that psychological well-being has a negative relationship with academic burnout. This means that the higher the psychological well-being of students, the lower their academic burnout. These findings can be used as a basis for universities to provide mental health services needed by students and lecturers needed to assist students in providing guidance and counseling services. Abstrak: Kesejahteraan psikologis merupakan salah satu aspek penting bagi mahasiswa yang perlu diperhatikan ketika mereka menghadapi situasi yang kurang menguntungkan, salah satunya kejenuhan akademik. Penelitian ini dilakukan dengan tujuan untuk mengetahui hubungan antara kesejahteraan psikologis dengan kejenuhan akademik mahasiswa. Rancangan penelitian yang digunakan korelasi, dengan sampel penelitian sebanyak 180 mahasiswa. Teknik pengambilan sampel menggunakan proportional random sampling. Pengumpulan data menggunakan skala kesejahteraan psikologis dan skala kejenuhan akademik. Teknik analisis data yang digunakan adalah pearson product moment. Hasil penelitian menunjukkan bahwa kesejahteraan psikologis memiliki hubungan negatif dengan kejenuhan akademik. Artinya semakin tinggi kesejahteraan psikologis mahasiswa, maka semakin rendah kejenuhan akademiknya. Temuan ini dapat menjadi pijakan bagi perguruan tinggi untuk memberikan layanan kesehatan mental yang dibutuhkan mahasiswa dan dosen konselor yang dibutuhkan untuk membantu mahasiswa dalam memberikan layanan bimbingan dan konseling.

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“…It is also associated with degraded health and well‐being indicators, including depression symptoms (Fiorilli et al, 2017; Gerber et al, 2015; Salmela‐Aro et al, 2009; Walburg et al, 2014; Wang et al, 2015), anxiety symptoms (M. Lee, Lee, et al, 2020), and reduced life satisfaction or subjective well‐being (e.g. Aypay, 2011; Çapri et al, 2013; Mehdinezhad, 2011; Özhan & Yüksel, 2021).…”

Section: Introductionmentioning

confidence: 99%

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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The Effect of School Burnout on Academic Achievement and Well-Being in High School Students: A Holistic Model Proposal

Abstract: This article may be used for research, teaching, and private study purposes.Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 12 publications

References 58 publications

Educational Concerns, Health Concerns and Mental Health During Early COVID-19 School Closures: The Role of Perceived Support by Teachers, Family, and Friends

Educational Concerns, Health Concerns and Mental Health During Early COVID-19 School Closures: The Role of Perceived Support by Teachers, Family, and Friends

Psychological Well-Being and Student Academic Burnout

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

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