Whereas both the family and school environment have been suggested to affect school burnout risks, the role of conditionally regarding parenting or teaching, in which affection is granted conditional on student achievement, in the development of school burnout has not yet been examined. This longitudinal study investigated students’ academic contingent self-esteem and parental and teacher conditional regard as antecedents of school burnout. The study sample consisted of Flemish early adolescents (n = 3409; M_age = 12.4 years (SD = 0.49) at the first measurement occasion; 50.3% males), which were surveyed twice (start of Grade 7 and Grade 8). Using Latent Change Modeling, academic contingent self-esteem was found to predict school burnout. Parental and teacher conditional regard both contributed to school burnout, partly through academic contingent self-esteem. Whereas negative conditional regard had the strongest implications for school burnout, positive conditional regard contributed most strongly to contingent self-esteem. Associations were systematically found both at the between-student level (i.e., high levels of antecedents were related to high levels of school burnout) and at the within-student level (i.e., increases in antecedents over time were related to concomitant increases in school burnout). These findings emphasize that communicating conditional approval to adolescents may increase school burnout risks, thus jeopardizing their healthy academic development.

虽然家庭和学校环境都被认为会影响学校倦怠风险，但有条件地考虑父母或教学的作用，其中以学生成绩为条件给予情感，在学校倦怠的发展中的作用尚未得到检验。这项纵向研究调查了学生的学业自尊和父母和老师的条件视作为学校倦怠的前因。研究样本由佛兰芒早期青少年组成（n  = 3409；M_年龄 = 12.4 年 (SD = 0.49) 在第一次测量时；50.3% 的男性），调查了两次（7 年级和 8 年级开始）。使用潜在变化模型，发现学业自尊可以预测学校倦怠。父母和老师的条件性尊重都导致了学校倦怠，部分原因是学业自尊。消极的条件关注对学校倦怠的影响最大，而积极的条件关注对条件自尊的贡献最大。在学生之间（即，高水平的前因与高水平的学校倦怠相关）和学生内部（即，随着时间的推移前因的增加与伴随的学校倦怠的增加相关），系统地发现了关联).