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Who Can Make Burned-Out Students Feel Better and Self-efficient? Latent Profiles of Student Burnout and Its Association to Personal and Social Resources Among Polish and Turkish Early Adolescents

Author

Listed:
  • Katarzyna Tomaszek

    (Rzeszow University)

  • Agnieszka Muchacka-Cymerman

    (Humanitas Academy)

  • Ayşe Aypay

    (Eskisehir Osmangazi University)

  • Fatma Altınsoy

    (Eskisehir Osmangazi University)

Abstract

In recent years, the study demands-resources model (SD-R) has received significant attention as a comprehensive framework that identifies school burnout antecedents and adverse consequences. Our main study aim was to identify school burnout profiles among early adolescents and examine the associated personal and social resources. A cross-sectional study collected data from Polish and Turkish youths (N = 959,57.1% from Poland) through a paper-pencil and online survey measuring four school burnout dimensions, personal resources and social resources. 27 Three school burnout profiles were identified: (Profile 1) Highly Burned-out Students (14.8%), (Profile 2) Slightly Burned-out Students (63.5%), (Profile 3) Unburned-out Students (21.7%). Students from Profile 1 scored significantly lower in social and personal resource. The membership in Profile 2 was predicted by worse relationships with important adults (parents, teachers), and lower self-esteem compared to Profile 3. Our findings confirmed that school burnout symptoms are experienced (even slightly) by a relatively high number of youths.

Suggested Citation

  • Katarzyna Tomaszek & Agnieszka Muchacka-Cymerman & Ayşe Aypay & Fatma Altınsoy, 2024. "Who Can Make Burned-Out Students Feel Better and Self-efficient? Latent Profiles of Student Burnout and Its Association to Personal and Social Resources Among Polish and Turkish Early Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(6), pages 2481-2502, December.
    • Handle: RePEc:spr:chinre:v:17:y:2024:i:6:d:10.1007_s12187-024-10169-8
    DOI: 10.1007/s12187-024-10169-8
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    References listed on IDEAS

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    1. Penghu Lian & Yunfeng Sun & Zhigang Ji & Hanzhong Li & Jiaxi Peng, 2014. "Moving Away from Exhaustion: How Core Self-Evaluations Influence Academic Burnout," PLOS ONE, Public Library of Science, vol. 9(1), pages 1-5, January.
    2. Inmaculada Méndez & Juan Pedro Martínez-Ramón & Cecilia Ruiz-Esteban & José Manuel García-Fernández, 2020. "Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers," IJERPH, MDPI, vol. 17(18), pages 1-10, September.
    3. Teresa Chirkowska-Smolak & Magdalena Piorunek & Tomasz Górecki & Żaneta Garbacik & Violetta Drabik-Podgórna & Anna Kławsiuć-Zduńczyk, 2023. "Academic Burnout of Polish Students: A Latent Profile Analysis," IJERPH, MDPI, vol. 20(6), pages 1-15, March.
    4. Peggy Cheung & Chunxiao Li, 2019. "Physical Activity and Mental Toughness as Antecedents of Academic Burnout among School Students: A Latent Profile Approach," IJERPH, MDPI, vol. 16(11), pages 1-10, June.
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