Abstract

Academic burnout is a serious problem associated with long-term adaptation and falling off the educational track. The current study aimed to examine burnout at two time-points and its associations with cognitive emotion regulation strategies (CERS) frequently used by adolescents (refocus on planning, positive refocusing, rumination) among 326 Estonian middle school students (165 girls). Multigroup SEM of burnout and CERS overall revealed no significant gender differences; rumination yielded most robust associations with burnout for both genders cross-sectionally but only for girls longitudinally. Girls also reported significantly higher levels of burnout, and the overall model showed considerably better explanatory power for girls. In addition to discussing specific gender-differences between CERS and burnout, a case is made to (re)introduce depersonalisation to the assessment of burnout in the school context. Results highlight the practical value of addressing the use of maladaptive CERS and encourage future work on (re)conceptualising specific burnout dimensions in various groups.

摘要

学业倦怠是与长期适应和脱离教育轨道相关的严重问题。目前的研究旨在检查326 名爱沙尼亚中学生（165 名女孩）在两个时间点的倦怠及其与青少年经常使用的认知情绪调节策略 (CERS)（重新专注于计划、积极重新聚焦、沉思）的关联。倦怠和 CERS 的多组 SEM 显示总体上没有显着的性别差异；反刍横断面对两性产生了最强烈的倦怠关联，但仅对女孩纵向产生了最强烈的关联。女孩的倦怠程度也明显更高，整体模型对女孩的解释力要好得多。除了讨论 CERS 和倦怠之间的具体性别差异外，还提出了一个案例，以（重新）将去个性化引入学校环境中的倦怠评估。结果突出了解决使用不适应 CERS 的实际价值，并鼓励未来在不同群体中（重新）概念化特定的倦怠维度的工作。