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

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...

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Autores principales: Chacón-Cuberos, Ramón, Martínez-Martínez, Asunción, García-Garnica, Marina, Pistón-Rodríguez, María Dolores, Expósito-López, Jorge
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6926892/
https://www.ncbi.nlm.nih.gov/pubmed/31779141
http://dx.doi.org/10.3390/ijerph16234703
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author Chacón-Cuberos, Ramón
Martínez-Martínez, Asunción
García-Garnica, Marina
Pistón-Rodríguez, María Dolores
Expósito-López, Jorge
author_facet Chacón-Cuberos, Ramón
Martínez-Martínez, Asunción
García-Garnica, Marina
Pistón-Rodríguez, María Dolores
Expósito-López, Jorge
author_sort Chacón-Cuberos, Ramón
collection PubMed
description 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.
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spelling pubmed-69268922019-12-23 The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring Chacón-Cuberos, Ramón Martínez-Martínez, Asunción García-Garnica, Marina Pistón-Rodríguez, María Dolores Expósito-López, Jorge Int J Environ Res Public Health Article 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. MDPI 2019-11-26 2019-12 /pmc/articles/PMC6926892/ /pubmed/31779141 http://dx.doi.org/10.3390/ijerph16234703 Text en © 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Chacón-Cuberos, Ramón
Martínez-Martínez, Asunción
García-Garnica, Marina
Pistón-Rodríguez, María Dolores
Expósito-López, Jorge
The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring
title The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring
title_full The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring
title_fullStr The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring
title_full_unstemmed The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring
title_short The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring
title_sort relationship between emotional regulation and school burnout: structural equation model according to dedication to tutoring
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6926892/
https://www.ncbi.nlm.nih.gov/pubmed/31779141
http://dx.doi.org/10.3390/ijerph16234703
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