Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students

Burnout is understood to have many adverse consequences for students. However, several equivocal findings in the literature mean that it is currently unclear to what extent burnout affects academic achievement. To address this lack of clarity, the aim of the present study was to provide a first meta...

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Veröffentlicht in:Educational psychology review Jg. 33; H. 2; S. 387 - 405
Hauptverfasser: Madigan, Daniel J., Curran, Thomas
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York Springer Science + Business Media 01.06.2021
Springer US
Springer
Springer Nature B.V
Schlagworte:
Academic Achievement
Affective Objectives
Analysis
Behavioral Sciences
Burnout
Child and School Psychology
Cognitive Ability
Correlation
Education
Educational Benefits
Educational Environment
Educational Psychology
Elementary Secondary Education
Fatigue (Biology)
Grade Point Average
High Achievement
Learning and Instruction
Learning Objectives
Low Achievement
META-ANALYSIS
Negative Attitudes
Physical instruments
Postsecondary Education
Psychological Patterns
Self Efficacy
Students
Symptoms (Individual Disorders)
Systematic review
Teacher Burnout
Teacher Competency Testing
Teacher Effectiveness
Teaching (Occupation)
Well Being
College
School
University
Performance
Education
Exhaustion
ISSN:1040-726X, 1573-336X
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Zusammenfassung:Burnout is understood to have many adverse consequences for students. However, several equivocal findings in the literature mean that it is currently unclear to what extent burnout affects academic achievement. To address this lack of clarity, the aim of the present study was to provide a first meta-analysis of the relationship between burnout and academic achievement. A literature search returned 29 studies (N = 109,396) and 89 effect sizes. Robust variance meta-analyses indicated that total burnout had a significant negative relationship with academic achievement (r c ⁺ = – .24). A similar pattern of relationships was found for each of the three symptoms of burnout (exhaustion [r c ⁺ = – .15], cynicism [r c ⁺ = – .24], and reduced efficacy [r c ⁺ = – .39]). There was some evidence that the instrument used to measure burnout moderated the relationship between reduced efficacy and achievement. Taken together, the findings suggest that burnout leads to worse academic achievement in school, college, and university.
Bibliographie:ObjectType-Article-2
SourceType-Scholarly Journals-1
content type line 14
ObjectType-Feature-3
ObjectType-Evidence Based Healthcare-1
ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-020-09533-1