The moderating role of resilience in the relationship between academic burnout and the perception of psychological health in nursing students

Associations Between Academic Burnout And Social-Cognitive Factors: Does General Cognitive Ability Matter?

“…This indicates that all students who have more problems with recovering from everyday school problems are more prone to academic burnout, despite the level of general cognitive ability. Previous research has also shown buoyancy acting as a protective factor against burnout (Anyan & Hjemdal, 2016;Garcia-Izquierdo et al, 2018;Vinter et al, 2019;Ying et al, 2016). However, the strongest was the effect among the students with higher general cognitive ability: they are less prone to burnout if they have higher level of academic buoyancy and more prone when having lower level of buoyancy.…”

“…In addition to direct associations between academic burnout and cognitive abilities, academic buoyancy and cognitive emotion regulation strategies, previous research has also found moderation effects regarding these constructs. For example, buoyancy has been found to moderate between emotional states and psychological health (Garcia-Izquierdo et al, 2018;Anyan & Hjemdal, 2016;Ying et al, 2016) as well as moderation effects of cognitive emotion regulation strategies have been documented. For example, moderation effects of several adaptive as well as maladaptive cognitive emotion regulation strategies https: //doi.org/10.15405/epsbs.2019.11.5 Corresponding Author: Kati Vinter Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 60 between bully victimization and emotional problems, such as depressive symptoms and anxiety, have been found among adolescents (see Garnefski & Kraaij, 2014).…”

“…Intervention programs, targeted to improve students' coping skills, have proven to be successful, but they also have been characterised by inevitable context-specificity and short-term effects (Dray et al, 2017;Yeager & Walton, 2011). Therefore, it may be important to combine and integrate the elements of supporting students' coping skills into a larger curriculum framework (Garcia-Izquierdo et al, 2018;Ríos-Risquez et al, 2018) and paying explicitly more attention to teaching these across all subjects. However, as the results indicated that adaptive social-cognitive factors were associated with academic burnout especially among students with higher levels of general cognitive ability, but not among students with lower levels (except for academic buoyancy), it can be contemplated that using cognitively more advanced strategies is more common for students with higher cognitive abilities.…”

Academic burnout among Estonian and Russian middle school students

“…Uurimistulemused on näidanud, et säilenõtkuse ja läbipõlemise (Garcia-Izquierdo, Rios-Risquez, Carrillo-Garcia, & de los Angeles Sabuco-Tebar, 2018; Guo et al, 2018), emotsionaalse kurnatuse, enesetõhususe ja psühholoogilise heaolu vahel on tugev seos (Garcia-Izquierdo et al, 2018). Säilenõtkuse tähtsust on rõhutatud stressi ja läbipõlemise vähendamisel (Richards, Levesque-Bristol, Templin, & Graber, 2016) ning on leitud, et emotsionaalselt kurnavates olukordades on säilenõtkusel psühholoogilise heaolu ennustajana oluline vahendav roll (Garcia-Izquierdo et al, 2018).…”

“…Ka varasemad uurimistulemused näitavad, et jäävususkumustega õpilastel on kõrgem kooliga seotud stressitase (Yeager et al, 2014), mida on omakorda seostatud läbipõlemisega (Salmela-Aro, Savolainen et al, 2009). Samuti on läbipõlemise ja säilenõtkuse vahelise olulise seose ilmnemine kooskõlas varasemate uurimistulemustega (nt Garcia-Izquierdo et al, 2018;Guo et al, 2018;Richards et al, 2016).…”