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Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships
School burnout is considered an extreme form of maladjustment that can seriously undermine the academic path of students who are affected. Previous studies have focused on possible protective factors, highlighting the role of academic resilience, i.e., the ability to overcome chronic adversity in th...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8314378/ https://www.ncbi.nlm.nih.gov/pubmed/34563068 http://dx.doi.org/10.3390/ejihpe11030055 |
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author | Romano, Luciano Consiglio, Piermarco Angelini, Giacomo Fiorilli, Caterina |
author_facet | Romano, Luciano Consiglio, Piermarco Angelini, Giacomo Fiorilli, Caterina |
author_sort | Romano, Luciano |
collection | PubMed |
description | School burnout is considered an extreme form of maladjustment that can seriously undermine the academic path of students who are affected. Previous studies have focused on possible protective factors, highlighting the role of academic resilience, i.e., the ability to overcome chronic adversity in the school setting. Notwithstanding this, it is equally important to explore the role of the classroom environment and the satisfaction felt by the student toward relationships with teachers and classmates. Therefore, the purpose of the present study was to examine the relationship between academic resilience and burnout and to explore the moderating role of relationship satisfaction with teachers and classmates. A sample of 576 Italian students (Female = 53.1%), aged 14–18 (M = 15.73, SD = 1.56) were involved in the study. Correlations and moderated regressions analyses were conducted to test the hypotheses. The results show academic resilience and satisfaction as inversely related to school burnout. Furthermore, the satisfaction on the relationships with classmates moderated the relation between academic resilience and burnout. Findings were discussed by highlighting the importance of promoting both individual and contextual factors to prevent burnout risk. |
format | Online Article Text |
id | pubmed-8314378 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-83143782021-09-15 Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships Romano, Luciano Consiglio, Piermarco Angelini, Giacomo Fiorilli, Caterina Eur J Investig Health Psychol Educ Article School burnout is considered an extreme form of maladjustment that can seriously undermine the academic path of students who are affected. Previous studies have focused on possible protective factors, highlighting the role of academic resilience, i.e., the ability to overcome chronic adversity in the school setting. Notwithstanding this, it is equally important to explore the role of the classroom environment and the satisfaction felt by the student toward relationships with teachers and classmates. Therefore, the purpose of the present study was to examine the relationship between academic resilience and burnout and to explore the moderating role of relationship satisfaction with teachers and classmates. A sample of 576 Italian students (Female = 53.1%), aged 14–18 (M = 15.73, SD = 1.56) were involved in the study. Correlations and moderated regressions analyses were conducted to test the hypotheses. The results show academic resilience and satisfaction as inversely related to school burnout. Furthermore, the satisfaction on the relationships with classmates moderated the relation between academic resilience and burnout. Findings were discussed by highlighting the importance of promoting both individual and contextual factors to prevent burnout risk. MDPI 2021-07-19 /pmc/articles/PMC8314378/ /pubmed/34563068 http://dx.doi.org/10.3390/ejihpe11030055 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/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 (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Romano, Luciano Consiglio, Piermarco Angelini, Giacomo Fiorilli, Caterina Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships |
title | Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships |
title_full | Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships |
title_fullStr | Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships |
title_full_unstemmed | Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships |
title_short | Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships |
title_sort | between academic resilience and burnout: the moderating role of satisfaction on school context relationships |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8314378/ https://www.ncbi.nlm.nih.gov/pubmed/34563068 http://dx.doi.org/10.3390/ejihpe11030055 |
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