@article{ref1,
title="What types of educational practices impact school burnout levels in adolescents?",
journal="International journal of environmental research and public health",
year="2020",
author="Meylan, Nicolas and Meylan, Joël and Rodriguez, Mercedes and Bonvin, Patrick and Tardif, Eric",
volume="17",
number="4",
pages="e1152-e1152",
abstract="This study explores the relationship between educational practices perceived by high school students and their level of burnout, as defined by emotional exhaustion, cynicism and inadequacy. A total of 287 adolescents (146 girls) aged between 14 and 19 years old (<i>M</i> = 16.08, <i>SD</i> = 1.01) and recruited from a public high school in French-speaking Switzerland completed a questionnaire regarding perceived educational practices and school burnout. <br><br>RESULTS from path analysis showed that the three dimensions of burnout were negatively associated with certain teacher- and school-related educational practices. More precisely, support for struggling students (ß = -0.24, <i>p</i> < 0.001) as well as teaching time (ß = -0.16, <i>p</i> < 0.05) were predictors of exhaustion (<i>R</i><sup>2</sup> =0.27). Teachers' instructional behavior (ß = -0.22, <i>p</i> < 0.01) and teacher motivation (ß = -0.31, <i>p</i> < 0.001) were predictors of cynicism (<i>R</i><sup>2</sup> = 0.20) and application of rules (ß = -0.21, <i>p</i> < 0.01) predicted inadequacy (<i>R</i><sup>2</sup> = 0.09). These educational practices should be of particular interest when it comes to strengthening the protective role of schools and teachers against school burnout in adolescents.<p /> <p>Language: en</p>",
language="en",
issn="1661-7827",
doi="10.3390/ijerph17041152",
url="http://dx.doi.org/10.3390/ijerph17041152"
}