Emotion regulation and academic underperformance: The role of school burnout

Seibert, Gregory S.; Bauer, Kristina N.; May, Ross W.; Fincham, Frank D.

doi:10.1016/j.lindif.2017.10.001

Cited by 65 publications

(48 citation statements)

References 43 publications

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“…Measuring tools have also begun to be developed in this regard (Sorkkila et al 2017b). In addition, emotion regulation (Seibert et al 2017) and the relationship between intimate partner violence and school burnout is examined empirically (Cooper et al 2017). In the field of health, it is possible to see studies that study the connection between school burnout and cardiovascular disorders (May et al 2018).…”

Section: Resultsmentioning

confidence: 99%

From Work Life to School: Theoretical Approaches for School Burnout

Çam

Öğülmüş

2019

Psikiyatride Güncel Yaklaşımlar

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The concept of burnout, which was dealt within the context of working life in the beginning, has begun to be examined by adapting it to the school environment. Burnout, defined as a decline of energy physically, emotionally and in the feelings of achievement of the work that is being done as well as a decline in the sense of personal achievement, is used similarly to describe school burnout. In recent years, it has been reported that this concept, addressed within the context of school, results in depression , absenteeism, lack of connection with school and dropout. When the literature is examined, it is seen that the approaches to the concept of school burnout in the theoretical sense are mostly conservation of resources theory, demands-resources model, social cognitive theory, existential perspective and developmental process model. The aim of this research to include explanations of the aforementioned theories on school burnout and based on these theories to present suggestions to the field of mental health and future researchers.

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Section: Resultsmentioning

confidence: 99%

From Work Life to School: Theoretical Approaches for School Burnout

Çam

Öğülmüş

2019

Psikiyatride Güncel Yaklaşımlar

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“…It is also associated with decreased academic achievement and diminished cognitive functioning (May, Bauer & Fincham, 2015), as well as with unprofessional students' conduct (Dyrbye et al, 2010). It is also a potential indicator of poor emotion regulation in students (Seibert, Bauer, May, & Fincham, 2017). Second, student burnout may also influence their relationships with peers, instructors, and institution.…”

Section: Academic Burnoutmentioning

confidence: 99%

Academic Flow And Burnout In College Students: An Eight-Month Longitudinal Study

Ljubin-Golub¹,

Rijavec²

2019

The European Proceedings of Social and Behavioural Sciences

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Academic burnout has serious negative consequences for both physical and mental health of college students. Therefore, studies trying to find the protective factors are beginning to emerge. The main research question was to assess whether flow experienced in different domains of students' life can be a protective factor of their academic burnout. Since longitudinal studies that would determine whether flow experienced in different activities prevents academic burnout are lacking, the aim of this study was to assess whether flow in academic and leisure activities predict longitudinal changes in students' academic burnout and to what extent. Using a two-wave cross-lagged panel design, the current study examined academic flow, flow in leisure activities and academic burnout in 160 first year students of University of Zagreb. Burnout and flow were assessed in two time waves: one month after beginning of the academic year, and then after 8 months, at the end of the academic year. Structural equation modeling was employed to test a series of competing models. Direct model with a path from flow in academic activities and leisure at the beginning of the academic year to burnout at the end of the academic year provided acceptable model fit. Academic flow was related to less, and flow in leisure activities to more subsequent academic burnout. The study suggests that enhancing flow experiences in academic activities may be relevant for reducing students' burnout. At the same time, results suggest that many leisure activities, although flow inducing, may be counterproductive for preventing students' burnout.

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“…While frequent use of adaptive cognitive emotion regulation strategies has been associated with higher level of buoyancy (Mestre, Nunez-Lozano, Gomez-Molinero, Zayas, & Guil, 2017;Min, Yu, Lee, & Chae, 2013), using maladaptive strategies, on the contrary, has been shown to be related to higher levels of depressive symptoms (Garnefski & Kraaij, 2014;Garnefski et al, 2001Garnefski et al, , 2002Martin & Dahlen, 2005;Zlomke & Hahn, 2010), which, in turn, have been closely related to academic burnout (Salmela-Aro, Savolainen, et al, 2009). Although research on emotion regulation strategies in the academic context, is quite recent (Burić, Sorić, & Penezić, 2016), there are some studies that have shown the association specifically between academic burnout and emotion regulation (Seibert, Bauer, May, & Fincham, 2017;Vinter, under review;Vinter et al, under review).…”

Section: Associations Between Academic Burnout and General Cognitive mentioning

confidence: 99%