Burnout among high school students: A literature review

Walburg, V.

doi:10.1016/j.childyouth.2014.03.020

Cited by 253 publications

(234 citation statements)

References 29 publications

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“…Les résultats, en accord avec d'autres travaux sur le stress scolaire (Jones, 1993;Subrahmanyam, 1986;Verma et Gupta, 1990;Walburg, 2014) et le stress chronique (Dumont, 2000;Dumont et al, 2006;Dumont et Leclerc, 2007), montrent que les filles, quelle que soit la classe, se sentent plus stressées par la situation scolaire que les garçons.…”

Section: Différences Entre Filles Et Garçonsunclassified

Le stress scolaire au collège et au lycée : différences entre filles et garçons

Esparbès-Pistre

Bergonnier-Dupuy

Cazenave-Tapie

2016

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L’objectif de cette étude transversale est d’analyser le stress scolaire au collège et au lycée selon la classe et le sexe, pour améliorer les conditions de travail des élèves et leur bien-être scolaire. Les classes dites de transition (6e et 2de) sont-elles plus stressantes que celles dites d’évaluation (3e, 1re et terminale)? Les filles, supposées plus émotives que les garçons, sont-elles plus stressées à chaque niveau d’études? Une population de 1130 élèves (704 filles et 426 garçons), de la sixième (de 10 à 11 ans) à la terminale (18 à 20 ans), a répondu à un questionnaire socioculturel et à l’Échelle toulousaine de stress perçu. Les résultats montrent qu’un élève sur trois est très stressé par le collège ou le lycée, et l’on observe une augmentation du degré de stress de la sixième à la terminale. Les filles sont plus stressées par la situation scolaire que les garçons, quelle que soit la classe, et leur niveau de stress est bien plus fort. Des études complémentaires éclairant les ressorts d’un tel constat devraient conduire à l’adoption de mesures appropriées visant à prévenir le stress scolaire et à améliorer le bien-être à l’école de tous les élèves.The objective of this transversal study is to analyze school stress at junior high school and high school based on class and gender. Are the classes called the “passage” classes (grade 6 and 10) more stressful than the “evaluation” classes (grade 9, 11 and 12)? Are girls, who are supposedly more emotional than boys, more stressed at each level of study? A population of 1,130 students (704 girls and 426 boys), from grade 6 (10 to 11 years old) to grade 12 (18 to 20 years old), answered a socio-cultural questionnaire and a short version of the Toulouse Coping Rating Scale. The results show that one student in three is very stressed by junior high school or high school and that the degree of stress is higher from grades 6 to 12. Girls are more stressed than boys regardless of the class and they have a much higher level of stress than boys in relation to the school situation. Complementary studies on the ramifications of such an observation should lead to the adoption of appropriate measures aiming to prevent school stress and improve the well-being of all students at school.El objetivo del presente estudio transversal es analizar el estrés escolar en el colegio y en el liceo de acuerdo con la clase y el sexo. ¿Las clases de «pasaje» (6º y 2º) son más estresantes que las de «evaluación» (3º, 1º y Terminal)? Las muchachas, supuestamente más emotivas que los muchachos ¿están más estresadas en los diversos niveles de estudios? Una población de 1130 alumnos (704 muchachas y 426 muchachos) del 6º (de 10 a 11 años) al Terminal (18 a 20 años), respondieron un cuestionario socio-cultural y una versión corta de la Escala Tolosana de estrés percibido. Los resultados muestran que un alumno de cada tres se siente muy estresado por el colegio o el liceo y que un grado de estrés es mucho más importante en la clase de 6º y Terminal. Las muchachas están mucho más estresadas que l...

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Section: Différences Entre Filles Et Garçonsunclassified

Le stress scolaire au collège et au lycée : différences entre filles et garçons

Esparbès-Pistre

Bergonnier-Dupuy

Cazenave-Tapie

2016

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“…It was hypothesized that the greater the conflict between families, work, and school roles, the greater the subjective stress and burnout and that women experience more work-family-school conflicts than do men. Wulburg [4] the aim of the study was to explore current research concerning school-related burnout among high school students. Sixteen studies concerning school-related burnout and academic stress among high school students were reviewed.…”

Section: Findings and Discussionmentioning

confidence: 99%

Surveying the Role of Family Function and Curricular Self-Regulationin Curricular Burning out among Bushehr high School Students, Iran’sAspect

Behroozi¹

2017

Abnorm Behav Psycho

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IntroductionToday, the decrease of individuals' interest towards studies, specifically boys, refers to the lack of appropriate and merit job market for graduates and therefore, it is one of the most serious factors in decreasing interest about studies. It seems that students' interest about studies is getting low since there are no appropriate conditions for the graduates. Damages done by curricular burning out has brought up too much cost for government including waste of current expenditures of educational institutes, waste of constant investment, and also adequate harms for students including the expenditure of lost opportunity, being oppressed, feeling of being scorned, inadequacy, negative paradigm, and finally depression. There are some ways to face with burning out syndrome including decrease and removing of existing stresses in workplace, spiritual and emotional support by family, friends, and colleagues, getting consulting services for making negative attitudes and getting newly self-esteem aspiration, self-evaluation, changing bad and unacceptable working status to good and acceptable one. Recognition the effective variables on curricular burning out is one of the most essential matters and therefore, this paper is to survey the role of family function and curricular self-regulation on Bushehr students' curricular burning out using SEM approach. Review of LiteratureNewman [1] believes that the matter of curricular burning out is one of the most significant discussions raised in most of educational centres. He states that there would be various reasons for curricular burning out among which the most ones could be curricular burning out which makes curricular burning out among which the most ones could be curricular burning out which makes students' connections with university and faculties low; curricular burning out could affect the level of students' interest about studies continuity; curricular burning out could be used an important tool for identifying students' actions such as curricular performance during his/her studies. Those learners who would not like educational opportunities, they might possibly experience internal and external behaviour problems, psycho-physical issues, and lower life quality. Those who suffered from curriculum burning out, usually have some symptoms like unwillingness about studies, inability to be present continuously in classes, not taking part into classes actively, having no feeling and significance about lesson activities, inability about thinking and learning matters, and ultimately, they experience curricular drop. Family institute is one of the most effective factors affecting on burning out. Family as a system is an institute whose parts are being changed coincidently. Behaviour of members is a function of the others' behaviour and the family is also willing to make a balance as any other system; therefore, members' behaviour is to keep the balance totally. Ports believes that family ability to make coordination with created change, solving any conflicts and diffe...

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“…Tükenmişlik ilk olarak çalışma yaşamında ortaya çıkan sonrasında akademik alanda da kullanılmaya başlanan bir kavramdır (Walburg, 2014). Tükenmişlik bireyin yaşamış olduğu yoğun stres karşısında kişisel kaynaklarını yoğun bir biçimde kullanması sonucunda ortaya çıkan yıpranma ya da bitkin düşme hali olarak tanımlanabilir (Salmela-Aro, Tynkkynen ve Vuori, 2011).…”

Section: Introductionunclassified

“…Tükenmişlik bireyin yaşamış olduğu yoğun stres karşısında kişisel kaynaklarını yoğun bir biçimde kullanması sonucunda ortaya çıkan yıpranma ya da bitkin düşme hali olarak tanımlanabilir (Salmela-Aro, Tynkkynen ve Vuori, 2011). Tükenmişlik kavramı ilk olarak 1974'te Freudenberger tarafından kullanılmaya başlanan günümüzde de hakkında dünyanın hemen her bölgesinde sıklıkla araştırmalar (Bask ve Salmela-Aro, 2013;Bilge, Tuzgöl Dost ve Çetin, 2014;Cadime vd., 2016;Virtanen, Kiuru, Lerkkanen, Poikkeus ve Kuorelahti, 2016;Walburg, 2014) yapılan bir alan haline gelişmiştir. Tükenmişlik hemen her yaş grubunda görülebilen küreselleşen dünyanın önemli sorunlarından bir tanesi olarak görülmektedir (Seibert, May, Fitzgerald ve Fincham, 2016).…”

Section: Introductionunclassified

“…Tükenmişlik hemen her yaş grubunda görülebilen küreselleşen dünyanın önemli sorunlarından bir tanesi olarak görülmektedir (Seibert, May, Fitzgerald ve Fincham, 2016). Bu araştırmada öğrencilerin akademik başarısını (May, Bauer ve Fincham, 2015) ve iyi oluşunu (Cadime vd., 2016) olumsuz bir biçimde etkileyen bireyin gelişimi önünde önemli bir sorun olarak görülen (Walburg, 2014) okul tükenmişliğini anlamak amacıyla tasarlanmıştır. Alanyazında okul tükenmişliğinin üç boyuttan oluştuğu ifade edilmektedir.…”

Section: Introductionunclassified

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The Role of Hope and Family Relations of School Burnout among Secondary School Students: A Structural Equation Modeling

Boyacı

Özhan

2018

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Burnout among high school students: A literature review

Cited by 253 publications

References 29 publications

Le stress scolaire au collège et au lycée : différences entre filles et garçons

Le stress scolaire au collège et au lycée : différences entre filles et garçons

Surveying the Role of Family Function and Curricular Self-Regulationin Curricular Burning out among Bushehr high School Students, Iran’sAspect

The Role of Hope and Family Relations of School Burnout among Secondary School Students: A Structural Equation Modeling

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