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The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring

Author

Listed:
  • Ramón Chacón-Cuberos

    (Department Methods of Research, Faculty of Education. University of Granada, 10871 Granada, Spain)

  • Asunción Martínez-Martínez

    (Department Methods of Research, Faculty of Education. University of Granada, 10871 Granada, Spain)

  • Marina García-Garnica

    (Department Methods of Research, Faculty of Education. University of Granada, 10871 Granada, Spain)

  • María Dolores Pistón-Rodríguez

    (Department Methods of Research, Faculty of Education. University of Granada, 10871 Granada, Spain)

  • Jorge Expósito-López

    (Department Methods of Research, Faculty of Education. University of Granada, 10871 Granada, Spain)

Abstract

School burnout constitutes a current phenomenon which generates diverse negative consequences in the personal and academic lives of students. Given this situation, it is necessary to develop actions that permit us to regulate this harmful mental state and that are administered from within the school context. A descriptive and cross-sectional study is presented that pursues the objective of examining a structural equation model which brings together burnout and emotional regulation. The model assumes that students receive tutoring at school in order to tackle these types of problems. For this, the sample constituted a total of 569 students from the province of Granada (men = 52.3% (n = 298); women = 47.7% (n = 271)). Mean age was reported as 10.39 ± 0.95 years and the School Burnout Inventory (BMI) and the Emotional Regulation Scale were utilized as the principal instruments. As main findings it was observed that students who received one hour of weekly tutoring showed a positive relationship between expressive suppression as a strategy of emotional regulation, cynicism, and exhaustion as consequences of school burnout. In the same way, a direct association existed between burnout-related exhaustion and cognitive repair. Given that significant relationships could not be observed between these variables in students who do not receive tutoring, higher use of emotional regulation was confirmed amongst tutored students when faced with this negative mental state.

Suggested Citation

  • Ramón Chacón-Cuberos & Asunción Martínez-Martínez & Marina García-Garnica & María Dolores Pistón-Rodríguez & Jorge Expósito-López, 2019. "The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring," IJERPH, MDPI, vol. 16(23), pages 1-14, November.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:23:p:4703-:d:290955
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    References listed on IDEAS

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    1. Natasha Khamisa & Brian Oldenburg & Karl Peltzer & Dragan Ilic, 2015. "Work Related Stress, Burnout, Job Satisfaction and General Health of Nurses," IJERPH, MDPI, vol. 12(1), pages 1-15, January.
    2. Raimundo Aguayo & Gustavo R. Cañadas & Latifa Assbaa-Kaddouri & Guillermo A. Cañadas-De la Fuente & Lucía Ramírez-Baena & Elena Ortega-Campos, 2019. "A Risk Profile of Sociodemographic Factors in the Onset of Academic Burnout Syndrome in a Sample of University Students," IJERPH, MDPI, vol. 16(5), pages 1-10, February.
    3. Katarzyna Tomaszek & Agnieszka Muchacka-Cymerman, 2019. "Sex Differences in the Relationship between Student School Burnout and Problematic Internet Use among Adolescents," IJERPH, MDPI, vol. 16(21), pages 1-14, October.
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