ERIC Number: EJ1445737
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1740-5629
EISSN: EISSN-1740-5610
The Role of Stress Mindset and Academic Buoyancy in School Burnout in Middle Adolescence
European Journal of Developmental Psychology, v21 n6 p847-864 2024
School burnout, defined as prolonged feelings of exhaustion, cynical attitude and inadequacy feelings towards schoolwork, can lead to mental problems during adolescence. To find effective ways to prevent burnout, this study examined the synergistic role of two positive personal resources, a stress-is-enhancing mindset and academic buoyancy in relation to school burnout dimensions. The participants were 932 Finnish middle-school 9th-grade (age = 14-15) students. The results of SEM revealed that academic buoyancy and stress-is-enhancing mindset were jointly negatively related to one dimension of school burnout, cynicism. However, the stress-is-enhancing mindset had an indirect effect on all dimensions (exhaustion, inadequacy and cynicism) via academic buoyancy. The findings highlight their joint effect and especially the role of academic buoyancy in relation to school burnout. The implications of the results to burnout prevention and stress theories are discussed.
Descriptors: Foreign Countries, Middle School Students, Grade 9, Burnout, Negative Attitudes, Stress Variables, Fatigue (Biology), Student Attitudes, Self Esteem, Helplessness, Stress Management, Well Being
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A