The burnout syndrome is a public health problem and is considered a subjective experience, which depends on the interpretation and evaluation individuals make of their work. In the educational context, the causes and consequences of burnout in teachers are multiple. The aim of this study is to explore the profiles of teachers with burnout and…

Work-family conflict constitutes an important source of occupational stress predicting teachers' burnout, and cognitive variables have shown to be core structures in explaining human adaptation to stress. Nevertheless, the role of cognitive appraisal needs to be fully analysed to comprehend how it can mediate the relationship between stress and…

This book presents the first results from the third cycle of the IEA International Computer and Information Literacy Study (ICILS 2023). This study investigated how young people are prepared for life in a world where the capacity to use computers and digital information responsibly, safely, and effectively is essential. The study reports on data…

Based on control-value theory (CVT), we examined longitudinal relations between students' control and value appraisals, three activity-related achievement emotions (enjoyment, anger, and boredom), and math achievement (N = 1,716 fifth and seventh grade students). We assessed appraisals and emotions with self-report measures of perceived competence…

Students engagement with school is a concern of the educational community, research and policy makers. It has been conceptualized as a multidimensional construct conditioned by several individual and contextual factors, namely personal, family, social and academic variables. Regarding academic variables, school retention is a controversial option,…

The purpose of this study was to understand how the use of multiple representations (MR), during a sequence of lessons on the saponification reaction, can help students develop their cognitive structures. We examined (i) the effect of the teaching sequence with MR on the development of the students' cognitive structures and (ii) how, according to…