The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring
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AuthorChacón Cuberos, Ramón; Martínez Martínez, Asunción; García-Garnica, Marina; Pistón Rodríguez, María Dolores; Expósito López, Jorge
SchoolchildrenSchool burnoutEmotional regulation techniquesTutoring
Chacón-Cuberos, R., Martínez-Martínez, A., García-Garnica, M., Pistón-Rodríguez, M. D., & Expósito-López, J. (2019). The relationship between emotional regulation and school burnout: structural equation model according to dedication to tutoring. International journal of environmental research and public health, 16(23), 4703.
SponsorshipThis research was funded by UNIVERSITY OF GRANADA QUALITY UNIT (VII Convocatoria de Proyectos de Innovación y Buenas Prácticas Docentes), grant number 19-25.
School burnout constitutes a current phenomenon which generates diverse negative consequences in the personal and academic lives of students. Given this situation, it is necessary to develop actions that permit us to regulate this harmful mental state and that are administered from within the school context. A descriptive and cross-sectional study is presented that pursues the objective of examining a structural equation model which brings together burnout and emotional regulation. The model assumes that students receive tutoring at school in order to tackle these types of problems. For this, the sample constituted a total of 569 students from the province of Granada (men = 52.3% (n = 298); women = 47.7% (n = 271)). Mean age was reported as 10.39 0.95 years and the School Burnout Inventory (BMI) and the Emotional Regulation Scale were utilized as the principal instruments. As main findings it was observed that students who received one hour of weekly tutoring showed a positive relationship between expressive suppression as a strategy of emotional regulation, cynicism, and exhaustion as consequences of school burnout. In the same way, a direct association existed between burnout-related exhaustion and cognitive repair. Given that significant relationships could not be observed between these variables in students who do not receive tutoring, higher use of emotional regulation was confirmed amongst tutored students when faced with this negative mental state.