WITHDRAWN: Academic Burnout and its association with cognitive emotion regulation strategies among adolescent girls and boys

Chen, Shuchong

doi:10.1016/j.avb.2021.101698

Cited by 7 publications

(5 citation statements)

References 52 publications

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“…Expecting high effort and achievement without providing necessary support to cope with academic demands, is one of the major characteristics of such a setting (Neumann et al, 1990). Personal factors and outcomes related with academic burnout are depression, anxiety and negative self-image (Salmela-Aro et al, 2009;Slivar, 2001), as well as negative emotions regulation strategies (Chen, 2021). On the other hand, social support, life satisfaction, and school engagement are some of the factors which are negatively associated with academic burnout (Akbaşlı et al, 2019;Ye et al, 2021).…”

Section: Academic Burnout and Covid-19 Burnoutmentioning

confidence: 99%

The Role of Emotional Distress in the Relationship between COVID-19 Burnout and Academic Burnout in University Students

Taşören

BURHAN

2022

OPUS Toplum Araştırmaları Dergisi

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The aim of the present study was to determine whether COVID-19 burnout and emotional distress predicted academic burnout, and to assess the mediating role of emotional distress, on the relationship between COVID-19 burnout and academic burnout in university students. The sample consisted of 311 (259 female and 52 male) students enrolled in undergraduate (87.1%), master/doctorate programs (12.9%). Students completed the COVID-19 Burnout Scale, Maslach Burnout Inventory – Student Scale (MBI-SS), and the Depression Anxiety Stress Scale-21 (DASS-21). Pearson’s correlation coefficient showed a significant positive relationship between COVID-19 burnout, academic burnout, and emotional distress. COVID-19 burnout and emotional distress predicted academic burnout, also COVID-19 burnout and the depression scale of the DASS-21 predicted academic burnout. In a mediaton model, emotional distress partially mediated the relationship between COVID-19 burnout and academic burnout. When the model was tested with thedepression scale of the DASS-21, the relationship between COVID-19 burnout and academic burnout was partially mediated only by the depression scale.

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Section: Academic Burnout and Covid-19 Burnoutmentioning

confidence: 99%

The Role of Emotional Distress in the Relationship between COVID-19 Burnout and Academic Burnout in University Students

Taşören

BURHAN

2022

OPUS Toplum Araştırmaları Dergisi

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“…In order to further understand the precise ER strategies that students use and how these, in turn, affect their academic achievement, there are recent studies that have explored this relationship [ 34 , 39 , 40 ]. Muchacka-Cymerman and Tomaszek [ 41 ] show that emotional coping strategies, both dispositional and situational, are negatively associated with overall burnout symptoms, while situational emotional coping can negatively influence symptoms such as inadequacy and a loss of interest in relation with school.…”

Section: Introductionmentioning

confidence: 99%

Student Burnout in Children and Adolescents: The Role of Attachment and Emotion Regulation

Iuga,

David,

Danet

2023

Children

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In an effort to explain the factors contributing to the development of student burnout, a construct that has received attention in relation to academic outcomes, including burnout, is emotion regulation. Further, attachment theory has been used to explore the variations in the use of particular emotion regulation strategies, and attachment has received support as a contributing factor. The aim of the study is to explore the role of attachment security and emotion regulation strategies associated with student burnout symptoms in a sample of 602 Romanian children and adolescents (55% female) aged 8–16 (M = 10.45) from 18 schools. A secondary objective was to explore the gender differences in burnout symptoms. The results show that attachment security negatively predicts student burnout symptoms. Further, a higher attachment security positively predicts the use of adaptive emotion regulation strategies, which, in turn, are negatively related to student burnout. Emotion regulation strategies mediate the relationship between attachment and burnout symptoms. No gender differences have been identified. The study has practical implications for both parents and specialists, bringing to attention the importance of secure attachment in children, which could further encourage the use of adaptive emotion regulation strategies.

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“…The understanding of activities or processes that people can use to evaluate, follow up, and influence the expression of emotions is referred to as emotion regulation (Domaradzka & Fajkowska, 2018). Cognitive emotion regulation (CER) is described as the “conscious, mental strategies that people use to cope with the intake of emotionally arousing information,” and it plays an essential role in adapting to stressful life events (Chen, 2021; Extremera et al, 2019). CER also affects emotions’ occurrence, severity, and duration (Gross, 2014).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of dialectical behavior group therapy on stress, depression, and cognitive emotion regulation in mothers of intellectually disabled students: A randomized clinical trial

Shareh

Yazdanian

2023

Clin Child Psychol Psychiatry

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Introduction This study aimed to evaluate the effectiveness of dialectical behavior group therapy (DBGT) regarding stress, depression, and cognitive emotion regulation in mothers of intellectually disabled students. Material and methods This was an experimental study with a pretest-posttest design and a control group. The statistical population included 133 mothers with intellectually disabled children divided into wait-list control and experimental groups. Then, DBGT was performed on the treatment subjects. Data collection tools included the Emotion Regulation Questionnaire, Beck Depression Inventory-II, Depression-Anxiety-Stress Scale, Clinical Global Improvement Scale, Client Satisfaction Questionnaire, and Working Alliance Inventory-Short Form. A p-value less than 0.05 was considered statistically significant. Results A significant difference in depression, stress, and cognitive emotion regulation was observed between the intervention and control groups ( p < 0.001). In the post-test, the adjusted mean of depression and stress in the intervention group showed a significant decrease compared to the control group mothers. Also, cognitive reappraisal, expressive suppression, and total cognitive emotion regulation scores increased following DBGT. Participants in DBGT had a good therapeutic relationship, were satisfied with the treatment, and showed notable improvements. Conclusion The results indicated that DBGT might affect stress, depression, and cognitive emotion regulation in mothers of intellectually disabled students.

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WITHDRAWN: Academic Burnout and its association with cognitive emotion regulation strategies among adolescent girls and boys

Cited by 7 publications

References 52 publications

The Role of Emotional Distress in the Relationship between COVID-19 Burnout and Academic Burnout in University Students

The Role of Emotional Distress in the Relationship between COVID-19 Burnout and Academic Burnout in University Students

Student Burnout in Children and Adolescents: The Role of Attachment and Emotion Regulation

The effectiveness of dialectical behavior group therapy on stress, depression, and cognitive emotion regulation in mothers of intellectually disabled students: A randomized clinical trial

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