The moderation effect of genderon the relationship between student alienation, engagement, and burnout

Abstract

Background: Burnout syndrome is a condition which can affect people in a variety of settings and in every period of life. Preliminary studies have focused on adults’ burnout related to occupational hazards. However, in recent years researchers have become increasingly interested in student burnout in the academic and school setting. Objective: The current study analyzed the moderation effect of gender on the association between student engagement, student alienation, and school burnout. Methods: 109 secondary school adolescents completed questionnaires concerning student burnout (ESSB scale), engagement (SSEM scale), and alienation (PAI inventory) scores. Data collection was voluntary and without compensation, and took place during the students’ class hours. Results: The moderation effect of gender was discovered forthe relationship between student burnout and total alienation and anomy scores, but not for engagement indicators. In the female sample, 63% of variance in the ESSB total score was explained by engagement indicators. In the male sample, burnout was connected with lower belonging and productivity and higher social isolation, which explained 32% of the variance in the ESSB score. Conclusion: In sum, the results suggest that disengagement increases the risk of student burnout in both adolescent girls and boys. However, social isolation must also be considered as an important predictor of this syndrome in adolescent boys. Thus, the gender gap should be included in prevention interventions.

The association between school burnout, school connectedness, and bullying victimization: A longitudinal study

“…Similarly, poor school adjustment due to work overload and high levels of school-related stress and burnout may generate negative feelings toward school in adolescents, thus confirming the results and conclusions of Salmela-Aro and Upadyaya (2014) about the important role of school burnout for the later decrease in connectedness and sense of relatedness to school. Moreover, following the person-environment fit framework, when the school setting satisfies adolescents’ need for belongingness, students may handle best school-related stress and demands, reducing the risks of burnout (Eccles & Roeser, 2011; Tomaszek, 2020). Concurrently, when students face high levels of stress, cynicism, and exhaustion, they are less likely to experience positive feelings and a sense of attachment toward the school context and the people within it.…”

Educational Outcomes of Adolescents Participating in Specialist Sport Programs in Low SES Areas of Western Australia: A Mixed Methods Study

“…Hazel et al (2014) reported that this scale has good reliability. Tomaszek (2020) report that the Cronbach's alpha of the SSEM ranges from 0.76 to 0.84 for the factors of engagement and is 0.89 for the overall measure of engagement.…”

Time Perspective Latent Profile Analysis and Its Meaning for School Burnout, Depression, and Family Acceptance in Adolescents

“…This state generates excessive and intense involvement in professional (or educational) activities, exceeding their energy resources [ 10 ]. Burnout syndrome, also referred to in the literature as exhaustion syndrome (analogous to burnout syndrome), consists of three aspects according to the most popular structural approach: a state of chronic energy exhaustion (referred to as emotional burnout or simply burnout), a cynical attitude (referred to as depersonalization), and a sense of dissatisfaction with personal achievements (referred to as a sense of inadequacy) [ 11 , 12 ]. In 2011, Aypay [ 13 ] analyzed the symptoms of burnout syndrome among young people and revealed that this phenomenon has a seven-element structure: learning exhaustion, parental pressure burnout, loss of interest in school, homework burnout, teacher pressure burnout, need for rest and free time, and a feeling of ineptitude at school.…”

“…In 2011, Aypay [ 13 ] analyzed the symptoms of burnout syndrome among young people and revealed that this phenomenon has a seven-element structure: learning exhaustion, parental pressure burnout, loss of interest in school, homework burnout, teacher pressure burnout, need for rest and free time, and a feeling of ineptitude at school. School burnout is significantly related with interpersonal relationships, which makes students more susceptible to depression and puts them at higher risk of developing suicidal tendencies [ 12 , 14 ].…”