TY  - JOUR
PY  - 2020//
TI  - What types of educational practices impact school burnout levels in adolescents?
JO  - International journal of environmental research and public health
A1  - Meylan, Nicolas
A1  - Meylan, Joël
A1  - Rodriguez, Mercedes
A1  - Bonvin, Patrick
A1  - Tardif, Eric
SP  - e1152
EP  - e1152
VL  - 17
IS  - 4
N2  - 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>
LA  - en
SN  - 1661-7827
UR  - http://dx.doi.org/10.3390/ijerph17041152
ID  - ref1
ER  -