The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring

Abstract

School burnout constitutes a current phenomenon which generates diverse negative consequences in the personal and academic lives of students. Given this situation, it is necessary to develop actions that permit us to regulate this harmful mental state and that are administered from within the school context. A descriptive and cross-sectional study is presented that pursues the objective of examining a structural equation model which brings together burnout and emotional regulation. The model assumes that students receive tutoring at school in order to tackle these types of problems. For this, the sample constituted a total of 569 students from the province of Granada (men = 52.3% (n = 298); women = 47.7% (n = 271)). Mean age was reported as 10.39 ± 0.95 years and the School Burnout Inventory (BMI) and the Emotional Regulation Scale were utilized as the principal instruments. As main findings it was observed that students who received one hour of weekly tutoring showed a positive relationship between expressive suppression as a strategy of emotional regulation, cynicism, and exhaustion as consequences of school burnout. In the same way, a direct association existed between burnout-related exhaustion and cognitive repair. Given that significant relationships could not be observed between these variables in students who do not receive tutoring, higher use of emotional regulation was confirmed amongst tutored students when faced with this negative mental state.

Tutorial Action and Emotional Development of Students as Elements of Improved Development and Preventing Problems Related with Coexistence and Social Aspects

“…The present study did not identify significant differences in items such as dedication, group work, learning and study, or satisfaction. Such differences have been found in other similar studies [6], requiring further work in this line of research.…”

“…This is sometimes not considered, despite being so important for education at a basic level and in all of its disciplines. Within the educational processes employed by these models, the entire educational community becomes an active agent, facilitating social integration and social skill development, and increasing the possibility of establishing much more effective integral educational processes [1,2,6].…”

Prevention of Children’s Burnout at School through the Tutoring and Guidance Process. A Structural Equation Model Analysis

“…Recent classifications consider burnout as a work-related illness that is associated with stress [1]. It is characterised by a lack of motivation and mental or emotional exhaustion, dehumanisation and feelings of low personal achievement [2,3]. Concretely, [4] defines burnout as a lack of physical and mental energy that is associated with cynical attitudes and feelings of inadequacy in the context within which one develops.…”

“…For this reason, the present study focused on a search to identify solutions to the endogenous causes associated with the guidance and tutoring of children in formative processes. These acts transcend those that are merely academic and curricular, facilitating the integral training of school aged children and helping to prevent the emergence of children's burnout [3,22]. The study [23] showed that social competence is essential for finding an association between school engagement and students' well-being.…”

“…The orientation actions performed through tutoring must transcend those that are considered from a more traditional perspective, which include a time-limited dedication to the resolution of minor co-habitation problems or the communication of examination results to families [3,27]. Likewise, a central dedication of teaching time and effort must be directed towards facilitating the personal development of students, alongside their academic learning and skills, for social and workplace integration [29,32].…”