We refine and extend the job demands-resources model with theory regarding appraisal of stressors to account for inconsistencies in relationships between demands and engagement, and we test the revised theory using meta-analytic structural modeling. Results indicate support for the refined and updated theory. First, demands and burnout were positively associated, whereas resources and burnout were negatively associated. Second, whereas relationships among resources and engagement were consistently positive, relationships among demands and engagement were highly dependent on the nature of the demand. Demands that employees tend to appraise as hindrances were negatively associated with engagement, and demands that employees tend to appraise as challenges were positively associated with engagement. Implications for future research are discussed.

Linking job demands and resources to employee engagement and burnout: A theoretical extension and meta-analytic test.

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A User’s Guide

Maslach Burnout Inventory Manual

K-12 teaching is a profession characterized by high levels of burnout and emotional exhaustion. Teacher burnout has been widely reviewed and studied; however, only limited literature examines the emotional aspects of teachers’ lives and its connection with teacher burnout. The purpose of this article is to review the literature on teacher burnout and teachers’ emotions and to examine the role of teachers' appraisal of their emotional exhaustion. Through reviewing the literature on teacher burnout and emotions, I argue that the habitual patterns in teachers’ judgments about student behavior and other teaching tasks may contribute significantly to teachers’ repeated experience of unpleasant emotions and those emotions may eventually lead to burnout. In order to ease teacher burnout, I argue that more studies on the antecedent appraisals that teachers make are necessary to help teachers better understand how their emotions were triggered and then learn how to regulate those emotions.

An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers

A meta-analysis of burnout with job demands, resources, and attitudes

Most people would agree with the maxim that "success breeds success." However, this is not the whole story. The current study investigated the additional impact of psychosocial factors (i.e., performance obstacles and facilitators) as well as psychological well-being (i.e., burnout and engagement) on success (i.e., academic performance). More specifically, our purpose was to show that, instead of directly affecting future performance, obstacles and facilitators exert an indirect effect via well-being. A total of 527 university students comprised the sample and filled out a questionnaire. We obtained their previous and future academic performance Grade Point Average (GPA) from the university's records. Structural equations modeling showed that the best predictor of future performance was the students' previous performance. As expected, study engagement mediated the relationship between performance obstacles and facilitators on the one hand, and future performance on the other. Contrary to expectations, burnout did not predict future performance, although, it is significantly associated with the presence of obstacles and the absence of facilitators. Our results illustrate that, although "success breeds success" (i.e., the best predictor of future performance is past performance), positive psychological states like study engagement are also important in explaining future performance, at least more so than negative states like study burnout.

/pdf/how-obstacles-and-facilitators-predict-academic-performance-54i6fjmmk2.pdf

How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement.

Using the Social Cognitive Theory as a theoretical framework, this study evaluated a 4-month, individual cognitive-behavioral intervention program to decrease burnout and increase self-efficacy, engagement, and performance among university students. The main objective of the intervention was to decrease the anxiety the students coped with before exams in order to increase their beliefs of self-efficacy. Besides the study group intervened, two control groups were involved (i.e., a “stressed” control group and a “healthy” control group). All 3 groups filled out a questionnaire before the intervention and then again 6 months later (2 months after the intervention was completed). The results show that self-efficacy, engagement and performance increased in the intervened group when compared to both control groups. Regarding burnout, decreases were noted in both the intervened and stressed control groups but not in the healthy control group. The implications of the study are discussed, together with its limitations and suggestions for future research.

/pdf/can-a-self-efficacy-based-intervention-decrease-burnout-4jd5fti2va.pdf

Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study

This article contributes to the ongoing debate about whether or not lack of efficacy constitutes the “third dimension” of burnout. This debate is obscured by the fact that lack of efficacy is measured by positively framed efficacy items that are reversed in order to be indicative of burnout. Instead, this study includes an in efficacy scale that consists of negatively worded items that are not reversed. In two samples of university students from Spain ( n = 193) and The Netherlands ( n = 235), the factor structure of the traditional Maslach Burnout InventoryStudent Survey (MBI-SS), that includes an “efficacy” scale, is assessed and compared with that of academic burnout that includes an “inefficacy” scale instead. Confirmatory factor analyses in both samples showed a slightly better fit of the latter. Furthermore, results were remarkably similar across samples, which illustrates the robustness of our findings. It is concluded that in future research, instead of efficacy, an inefficacy scale should be used to assess burnout. Cet article contribue a savoir si le manque d’efficacite est ou n’est pas la troisieme dimension constitutive du burnout. Au lieu de mesurer le manque d’efficacite au moyen d’items efficacite construits positivement et qui sont inverses pour etre des indicateurs du burnout, cette etude introduit une echelle d’inefficacite composee d’items formules negativement et qui n’ont donc pas a etre inverses. Deux echantillons d’etudiants espagnols ( n = 193) et neerlandais ( n = 235) ont repondu au traditionnel Maslach Burnout Inventory-Student Survey (MBI-SS) qui comprend une echelle d’efficacite. La structure factorielle qui s’en degage a ete comparee a celle qui inclut une echelle d’inefficacite. Comme attendu, les analyses factorielles sur les deux echantillons montrent une legere superiorite de la seconde. En outre, les resultats des deux echantillons sont particulierement proches ce qui illustre la robustesse de nos resultats. En conclusion, on peut dire que dans les recherches futures, plutot qu’une echelle d’efficacite pour mesurer le burnout, on pourrait lui preferer une echelle d’inefficacite.

/pdf/in-search-of-the-third-dimension-of-burnout-efficacy-or-9bpr8680w4.pdf

In Search of the "Third Dimension" of Burnout: Efficacy or Inefficacy?

This article investigated whether cynicism and depersonalization are two different dimensions of burnout or whether they may be collapsed into one construct of mental distance. Using confirmatory factor analyses in two samples of teachers (n = 483) and blue-collar workers (n = 474), a superior fit was found for the four-factor model that contained cynicism, depersonalization, exhaustion, and professional efficacy as dimensions of burnout. In particular, cynicism and depersonalization emerged as unique burnout dimensions. Moreover, it appeared from multigroup analyses that this four-dimensional structure of burnout is partially invariant across both samples. Cynicism and depersonalization seemed to play a different role in both samples, particularly as far as their relationship with professional efficacy is concerned. It is recommended that future research on burnout should include the cynicism and depersonalization constructs.

/pdf/towards-a-four-dimensional-model-of-burnout-a-multigroup-1fkfbzan02.pdf

Towards a Four-Dimensional Model of Burnout: A Multigroup Factor-Analytic Study Including Depersonalization and Cynicism:

In order to provide a better understanding and characterization of the nature of academic burnout in university students, a review of the concept, its evolution and extrapolation of the work context to the university academic context is performed. It is proposed its delimitation, differentiation and relationship with comorbid clinical conditions like depression and anxiety. Additionally, this paper reviews empirical research that establishes relationships of the academic burnout with the academic engagement, risk factors and protective, and its impact on mental health and academic performance of college students.

/pdf/burnout-en-estudiantes-universitarios-2byrxielos.pdf

Edgar Bresó

Papers

How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement.

Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study

In Search of the "Third Dimension" of Burnout: Efficacy or Inefficacy?

Towards a Four-Dimensional Model of Burnout: A Multigroup Factor-Analytic Study Including Depersonalization and Cynicism:

Burnout en estudiantes universitarios