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Polish Adaptation of the ESSBS School-Burnout Scale: Pilot Study Results

Year 2019, Volume: 34 Issue: 2, 418 - 433, 30.04.2019

Abstract

The paper presents the
problem of burnout in children at the age of 12 - 16 years. This is one of the factor
responsible for the negative attitude of students towards school and
significant decreases in motivation to learn in secondary-school-aged. The expectations
of parents and teachers regarding children’s grades surpass the grades the
children might realistically receive. There is no scale available in Poland
applicable to the problem of school burnout, thus the Elementary School Students
Burnout Scale (ESSBS) was translated and adapted by the authors of the present
article. The aim of the study was to report the results of the Polish
adaptation of the ESSBS. The data collection was obtained from a total of 166
secondary school students, including 84 girls and 82 boys. They were asked to
complete the school burnout scale (ESSBS), the sense of alienation inventory
(PAI), the Type B scale (TAB) and the coping stress strategies scale (How are
you coping?; JSR). The students were also asked some questions about their
school performance and family and school relationships. The analyses are tested
with the help of Statistical Package for the Social Sciences (SPSS) ver. 21. An
exploratory factor analysis endorsed the four-factor structure of the original
scale and adequate intercorrelations were identified among the subscales. The
results prove the reliability and accuracy of the scale. The adapted Polish
version of the ESSBS is valid and reliable and can be used as a measure of
school burnout in Polish adolescents. The implications of these findings are
discussed.

References

  • Aloe, A. M., Amo, L. C. and Shanahan, M. E. (2014). Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis, Educational Psychology Review, 26, 101–126.
  • Andersson, L. M. (1996). Employee cynicism: An examination using a contract violation framework.Human Relations, 49, 1395–1418.
  • Aypay, A. (2011). Elementary School Student Burnout Scale for Grades 6–8: A Study of Validity and Reliability, Educational Sciences: Theory and Practice, 11(2), Spring, 520–527.
  • Backović, D. V., Živojinović, J. I., Maksimović, J. andMaksimović, M. (2012). Gender differences in academic stress and burnout among medical students in final years of education, PsychiatriaDanubina, 24(2), 175–181.
  • Bartkowiak, G. (2005). Człowiek w pracy. Od stresu do sukcesu w organizacji. Warsaw, Polskie Wydawnictwo Ekonomiczne.
  • Bonafé, F. S. S., JoãoMaroco, J. and Bonini Campos, J. A. D. (2014). Predictors of Burnout Syndrome in Dentistry Students.Psychology, Community and Health, 3(3), 120–130.
  • Çakır, S., Akça, F., FırıncıKodaz, A. and Tulgarer S. (2014). The Survey of Academic Procrastionation on High School Students with in Terms of School Burn-Out and Learning Styles.Procedia - Social and Behavioral Sciences, 114, 654–662.
  • Capri, B., Ozkendir, O.M., Ozkurt, B. andKarakus, F. (2012). General self-efficasy beliefs, life satisfaction and burnout of university students. Procedia – Social and Behavioral Sciences, 47, 968-973.
  • Chang Y. (2012). The relationship between maladaptive perfectionism with burnout: Testing mediating effect of emotion-focused coping.Personality and Individual Differences,53, 635–639.
  • Chow, S. J. and Yong, B. C. S. (2013). Secondary School Students’ Motivation and Achievement in Combined Science.US-China Education Review B, April, 3(4), 213–228.
  • Du Plooy, J. andRoodt, G. (2010). Work engagement, burnout and related constructs as predictors of turnover intentions.Journal of Industrial Psychology.36(1).[Available online at: http://www.sajip.co.za/index.php/sajip/article/view/910/968], Retrieved on October 12, 2017.
  • Drwal, R. Ł. (1995). Adaptacja kwestionariuszy osobowości. Warsaw: Wydawnictwo Naukowe PWN.
  • Gillet, N., Vallerand, R. J. and Lafrenière, M. A. K. (2012). Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy suport. Social Psychology of Education: An International Journal, 15, 77–95,doi: 10.1007/s11218-011-9170-2.
  • Golonka, E. (2012). Korelaty osobowościowe aktywności szkolnej młodzieży w wymiarze: wypalenie-zaangażowanie.NowySącz: Archiwum WSB-NLU, unpublished master’s thesis.
  • Jozsa, K., Wang, J., Barrett, K. C. and Morgan, G. A. (2014). Age and Cultural Differences in Self-Perceptions of Mastery Motivation and Competence in American, Chinese, and Hungarian School Age Children.Child Development Research, ID 803061, doi: 10.1155/2014/803061.
  • Juczyński, Z. (2009). Narzędzia pomiaru w promocji i psychologii zdrowia. Warsaw: PTP, Wydaniedrugie.
  • Kanungo, R. N. (1979). The concepts of alienation and involvement revisited.Psychological Bulletin, 86, 119–138.
  • Kanungo, R. N. (1992). Alienation and empowerment: Some ethical imperatives in business.Journal of Business Ethics, 11, 413–422.
  • Karger, H. J. (1981). Burnout as Alienation, Social Service Review,55(2), 270–283.
  • Klem, A. M. and Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement.Journal of School Health, 74, 262–273.
  • Kmiecik-Baran, K. (2000). Narzędzia do rozpoznawania zagrożeń społecznych w szkole. Gdańsk: Wydawnictwo PrzeglądOświatowy”.
  • Korczyński, S. (2014). Stres edukacyjny gimnazjalistów.PRACE NAUKOWE Akademi i im. Jana Długosza w Częstochowie, Rocznik Polsko-Ukraiński, 16, 89–110.
  • Kraczla, M. (2013). Wypalenie zawodowe jako efekt długotrwałego stresu.Zeszyty Naukowe Wyższej Szkoły Humanitas. Zarządzanie, 2, 69–81.
  • Krawczyk, A. (2012), Osobowościowe uwarunkowania przewlekłego zmęczenia. Badania empiryczne dzieci chorych i zdrowych. Kraków: Wydawnictwo WAM.
  • Lee, R. T. and Ashforth, B. E. (1993). A further examination of managerial burnout: Toward an integrated model.Journal of Organizational Behavior, 14, 3–20.
  • Martínez, A., BeriniAytés, L. and Gay Escoda, C. (2008). The burnout syndrome and associated personality disturbances: The study in three graduate programs in Dentistry at the University of Barcelona.Medicina Oral, Patología Oral y CirurgíaBucal, 13(7), E444–E450.
  • Maslach, C. and Leiter, M. P. (2011). Prawda o wypaleniu zawodowym. Co zrobić ze stresem w organizacji. Warsaw: PWN.
  • Maslach, C. (2010). Wypalenie w perspektywie wielowymiarowej, [in:] H. Sęk (ed.), Wypalenie zawodowe. Przyczyny i zapobieganie, Warszawa: PWN.
  • Maslach, C., Schaufeli, W. B. and Leiter, M. P. (2001). Job burnout, Annu. Rev. Psychol., 52, 397–422.
  • Mehdinezad, V. (2011). Relations between students‘ subjective well-being and school burnout. Journal Plus Education, 7 (2), 60-72.
  • Mojs, E. and Głowacka, M. D. (2005). Wypalenie zawodowe u pielęgniarek.Nowiny Lekarskie, 74, 2, 238–243.
  • Montero-Marín J., PivaDemarzo, M. M., Stapinski, L., Gili, M. and García-Campayo, J. (2014). Perceived Stress Latent Factors and the Burnout Subtypes: A Structural Model in Dental Students, PLOS ONE, 9 (6). [Available online at: www.plosone.org]. Retrieved on September 15, 2017.
  • O’Donohue, W. and Nelson, L. (2012). Work engagement, burn-out, and alienation: linking new and old concepts of positive and negative work experiences.BAM Annual Conference Organizational Psychology.
  • Ogińska-Bulik, N. and Kaflik-Pieróg, M. (2006). Stres zawodowy w służbach ratowniczych. Łódź: Wydawnictwo Wyższej Szkoły Humanistyczno-Ekonomicznej w Łodzi.
  • Otis, N., Grouzet, F. M. and Pelletier, L. G. (2005). Longitudinal cross-gender factorial invariance of the Academic Motivation Scale, Journal of Educational Psychology, 97,170–183. doi:10.1037/0022-0663.97.2.170.
  • Padoł, J. (2012). Percepcja wsparcia społecznego a wypalenie szkolne u młodzieży gimnazjalnej. NowySącz: Archiwum WSB-NLU, unpublished master’s thesis.
  • Pietrzak, J. (2012). Perfekcjonizm a wypalenie u młodzieży szkolnej. NowySącz: Archiwum WSB-NLU, unpublished master’s thesis.
  • Powell, W. E., (1994). The relationship between feelings of alienation and burnout in social work. Families in Society, 75.4, 229.
  • Raiziene S., Pilkauskaite-Valickiene A. andZukauskiene R. (2014), School burnout and subjective well-being: evidence from crosslagged relations in a 1-year longitudinal sample. Procedia - Social and Behavioral Sciences 116 ,3254 – 3258.
  • Salmela-Aro, K., Kiuru, M., Pietikäinen, M. and Jokela, J. (2008). Does school matter? The role of school context in adolescent’s school-related burnout. European Psychologist, 13 (1), 12‒23.
  • Salmela-Aro, K., Kiuru, M., Leskinen, E. and Nurmi, J. E. (2009a). School Burnout Inventory.European Journal of Psychological Assessment, 25 (1), 48‒57.
  • Salmela-Aro K., Savolainen H. andHolopainen L. (2009b). Depressive Symptoms and School Burnout During Adolescence: Evidence from Two Cross-Lagged Longitudinal Studies. Journal of Youth Adolescence, 38, 1316–1327.
  • Salmela-Aro, K. andTynkkynen, L. (2012). Gendered pathways in school burnout among adolescents.Journal of Adolescence,35, 929–939.
  • Sanders, R. L. (1997). The future of bureaucracy.ARMA Records Management Quarterly, 31, 44‒52.
  • Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M.and Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study.Journal of Cross-Cultural Psychology, 33, 464–481.
  • Schlichte, J., Yssel, N. andMerbler, J. (2005). Pathways to Burnout: Case Studies in Teacher Isolation and Alienation, Preventing School Failure: Alternative Education for Children and Youth,50(1),35–40, http://dx.doi.org/10.3200/PSFL.50.1.35-40.
  • Sęk, H. (2004). Wypalenie zawodowe. Przyczyny i zapobieganie. Warsaw: PWN, second edition.
  • Silvar, B. (2001). The syndrome of burnout, self-image, and anxiety with grammar school students.Horizons of Psychology, 10, 21–32.
  • Skowron-Mielnik, B. (2016). Paradoks efektywności pracy – między budowaniem zaangażowania a wypaleniem zawodowym.Nauki o zarządzaniu, 2(27), 151–163.
  • Tucholska, S. (2009). Wypalenie zawodowe u nauczycieli. Psychologiczna analiza zjawiska i jego osobowościowych uwarunkowań. Lublin: Wydawnictwo KUL.
  • Wang, M. and Fredricks, J. A. (2014). The Reciprocal Links Between School Engagement, Youth Problem Behaviors, and School Dropout During Adolescence. Child Development, 85(2), 722–737.
  • Wilsz J. (2009), Przyczyny wypalenia uczniów w procesie edukacyjnym, [in:] Ku dobrej szkole. Cywilizacyjne dylematy współczesnej edukacji, tom I, red. Cz. Plewka, Wydawnictwo Naukowe Instytutu Eksploatacji – PIB, Radom 2009, 106-115.
  • Wilczek-Rużyczka, E. (2008). Wypalenie zawodowe a empatia u lekarzy i pielęgniarek. Cracow: Wydawnictwo Uniwersytetu Jagiellońskiego.

Polish Adaptation of the ESSBS School-Burnout Scale: Pilot Study Results

Year 2019, Volume: 34 Issue: 2, 418 - 433, 30.04.2019

Abstract

The paper presents the
problem of burnout in children at the age of 12 - 16 years. This is one of the factor
responsible for the negative attitude of students towards school and
significant decreases in motivation to learn in secondary-school-aged. The expectations
of parents and teachers regarding children’s grades surpass the grades the
children might realistically receive. There is no scale available in Poland
applicable to the problem of school burnout, thus the Elementary School Students
Burnout Scale (ESSBS) was translated and adapted by the authors of the present
article. The aim of the study was to report the results of the Polish
adaptation of the ESSBS. The data collection was obtained from a total of 166
secondary school students, including 84 girls and 82 boys. They were asked to
complete the school burnout scale (ESSBS), the sense of alienation inventory
(PAI), the Type B scale (TAB) and the coping stress strategies scale (How are
you coping?; JSR). The students were also asked some questions about their
school performance and family and school relationships. The analyses are tested
with the help of Statistical Package for the Social Sciences (SPSS) ver. 21. An
exploratory factor analysis endorsed the four-factor structure of the original
scale and adequate intercorrelations were identified among the subscales. The
results prove the reliability and accuracy of the scale. The adapted Polish
version of the ESSBS is valid and reliable and can be used as a measure of
school burnout in Polish adolescents. The implications of these findings are
discussed.

References

  • Aloe, A. M., Amo, L. C. and Shanahan, M. E. (2014). Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis, Educational Psychology Review, 26, 101–126.
  • Andersson, L. M. (1996). Employee cynicism: An examination using a contract violation framework.Human Relations, 49, 1395–1418.
  • Aypay, A. (2011). Elementary School Student Burnout Scale for Grades 6–8: A Study of Validity and Reliability, Educational Sciences: Theory and Practice, 11(2), Spring, 520–527.
  • Backović, D. V., Živojinović, J. I., Maksimović, J. andMaksimović, M. (2012). Gender differences in academic stress and burnout among medical students in final years of education, PsychiatriaDanubina, 24(2), 175–181.
  • Bartkowiak, G. (2005). Człowiek w pracy. Od stresu do sukcesu w organizacji. Warsaw, Polskie Wydawnictwo Ekonomiczne.
  • Bonafé, F. S. S., JoãoMaroco, J. and Bonini Campos, J. A. D. (2014). Predictors of Burnout Syndrome in Dentistry Students.Psychology, Community and Health, 3(3), 120–130.
  • Çakır, S., Akça, F., FırıncıKodaz, A. and Tulgarer S. (2014). The Survey of Academic Procrastionation on High School Students with in Terms of School Burn-Out and Learning Styles.Procedia - Social and Behavioral Sciences, 114, 654–662.
  • Capri, B., Ozkendir, O.M., Ozkurt, B. andKarakus, F. (2012). General self-efficasy beliefs, life satisfaction and burnout of university students. Procedia – Social and Behavioral Sciences, 47, 968-973.
  • Chang Y. (2012). The relationship between maladaptive perfectionism with burnout: Testing mediating effect of emotion-focused coping.Personality and Individual Differences,53, 635–639.
  • Chow, S. J. and Yong, B. C. S. (2013). Secondary School Students’ Motivation and Achievement in Combined Science.US-China Education Review B, April, 3(4), 213–228.
  • Du Plooy, J. andRoodt, G. (2010). Work engagement, burnout and related constructs as predictors of turnover intentions.Journal of Industrial Psychology.36(1).[Available online at: http://www.sajip.co.za/index.php/sajip/article/view/910/968], Retrieved on October 12, 2017.
  • Drwal, R. Ł. (1995). Adaptacja kwestionariuszy osobowości. Warsaw: Wydawnictwo Naukowe PWN.
  • Gillet, N., Vallerand, R. J. and Lafrenière, M. A. K. (2012). Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy suport. Social Psychology of Education: An International Journal, 15, 77–95,doi: 10.1007/s11218-011-9170-2.
  • Golonka, E. (2012). Korelaty osobowościowe aktywności szkolnej młodzieży w wymiarze: wypalenie-zaangażowanie.NowySącz: Archiwum WSB-NLU, unpublished master’s thesis.
  • Jozsa, K., Wang, J., Barrett, K. C. and Morgan, G. A. (2014). Age and Cultural Differences in Self-Perceptions of Mastery Motivation and Competence in American, Chinese, and Hungarian School Age Children.Child Development Research, ID 803061, doi: 10.1155/2014/803061.
  • Juczyński, Z. (2009). Narzędzia pomiaru w promocji i psychologii zdrowia. Warsaw: PTP, Wydaniedrugie.
  • Kanungo, R. N. (1979). The concepts of alienation and involvement revisited.Psychological Bulletin, 86, 119–138.
  • Kanungo, R. N. (1992). Alienation and empowerment: Some ethical imperatives in business.Journal of Business Ethics, 11, 413–422.
  • Karger, H. J. (1981). Burnout as Alienation, Social Service Review,55(2), 270–283.
  • Klem, A. M. and Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement.Journal of School Health, 74, 262–273.
  • Kmiecik-Baran, K. (2000). Narzędzia do rozpoznawania zagrożeń społecznych w szkole. Gdańsk: Wydawnictwo PrzeglądOświatowy”.
  • Korczyński, S. (2014). Stres edukacyjny gimnazjalistów.PRACE NAUKOWE Akademi i im. Jana Długosza w Częstochowie, Rocznik Polsko-Ukraiński, 16, 89–110.
  • Kraczla, M. (2013). Wypalenie zawodowe jako efekt długotrwałego stresu.Zeszyty Naukowe Wyższej Szkoły Humanitas. Zarządzanie, 2, 69–81.
  • Krawczyk, A. (2012), Osobowościowe uwarunkowania przewlekłego zmęczenia. Badania empiryczne dzieci chorych i zdrowych. Kraków: Wydawnictwo WAM.
  • Lee, R. T. and Ashforth, B. E. (1993). A further examination of managerial burnout: Toward an integrated model.Journal of Organizational Behavior, 14, 3–20.
  • Martínez, A., BeriniAytés, L. and Gay Escoda, C. (2008). The burnout syndrome and associated personality disturbances: The study in three graduate programs in Dentistry at the University of Barcelona.Medicina Oral, Patología Oral y CirurgíaBucal, 13(7), E444–E450.
  • Maslach, C. and Leiter, M. P. (2011). Prawda o wypaleniu zawodowym. Co zrobić ze stresem w organizacji. Warsaw: PWN.
  • Maslach, C. (2010). Wypalenie w perspektywie wielowymiarowej, [in:] H. Sęk (ed.), Wypalenie zawodowe. Przyczyny i zapobieganie, Warszawa: PWN.
  • Maslach, C., Schaufeli, W. B. and Leiter, M. P. (2001). Job burnout, Annu. Rev. Psychol., 52, 397–422.
  • Mehdinezad, V. (2011). Relations between students‘ subjective well-being and school burnout. Journal Plus Education, 7 (2), 60-72.
  • Mojs, E. and Głowacka, M. D. (2005). Wypalenie zawodowe u pielęgniarek.Nowiny Lekarskie, 74, 2, 238–243.
  • Montero-Marín J., PivaDemarzo, M. M., Stapinski, L., Gili, M. and García-Campayo, J. (2014). Perceived Stress Latent Factors and the Burnout Subtypes: A Structural Model in Dental Students, PLOS ONE, 9 (6). [Available online at: www.plosone.org]. Retrieved on September 15, 2017.
  • O’Donohue, W. and Nelson, L. (2012). Work engagement, burn-out, and alienation: linking new and old concepts of positive and negative work experiences.BAM Annual Conference Organizational Psychology.
  • Ogińska-Bulik, N. and Kaflik-Pieróg, M. (2006). Stres zawodowy w służbach ratowniczych. Łódź: Wydawnictwo Wyższej Szkoły Humanistyczno-Ekonomicznej w Łodzi.
  • Otis, N., Grouzet, F. M. and Pelletier, L. G. (2005). Longitudinal cross-gender factorial invariance of the Academic Motivation Scale, Journal of Educational Psychology, 97,170–183. doi:10.1037/0022-0663.97.2.170.
  • Padoł, J. (2012). Percepcja wsparcia społecznego a wypalenie szkolne u młodzieży gimnazjalnej. NowySącz: Archiwum WSB-NLU, unpublished master’s thesis.
  • Pietrzak, J. (2012). Perfekcjonizm a wypalenie u młodzieży szkolnej. NowySącz: Archiwum WSB-NLU, unpublished master’s thesis.
  • Powell, W. E., (1994). The relationship between feelings of alienation and burnout in social work. Families in Society, 75.4, 229.
  • Raiziene S., Pilkauskaite-Valickiene A. andZukauskiene R. (2014), School burnout and subjective well-being: evidence from crosslagged relations in a 1-year longitudinal sample. Procedia - Social and Behavioral Sciences 116 ,3254 – 3258.
  • Salmela-Aro, K., Kiuru, M., Pietikäinen, M. and Jokela, J. (2008). Does school matter? The role of school context in adolescent’s school-related burnout. European Psychologist, 13 (1), 12‒23.
  • Salmela-Aro, K., Kiuru, M., Leskinen, E. and Nurmi, J. E. (2009a). School Burnout Inventory.European Journal of Psychological Assessment, 25 (1), 48‒57.
  • Salmela-Aro K., Savolainen H. andHolopainen L. (2009b). Depressive Symptoms and School Burnout During Adolescence: Evidence from Two Cross-Lagged Longitudinal Studies. Journal of Youth Adolescence, 38, 1316–1327.
  • Salmela-Aro, K. andTynkkynen, L. (2012). Gendered pathways in school burnout among adolescents.Journal of Adolescence,35, 929–939.
  • Sanders, R. L. (1997). The future of bureaucracy.ARMA Records Management Quarterly, 31, 44‒52.
  • Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M.and Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study.Journal of Cross-Cultural Psychology, 33, 464–481.
  • Schlichte, J., Yssel, N. andMerbler, J. (2005). Pathways to Burnout: Case Studies in Teacher Isolation and Alienation, Preventing School Failure: Alternative Education for Children and Youth,50(1),35–40, http://dx.doi.org/10.3200/PSFL.50.1.35-40.
  • Sęk, H. (2004). Wypalenie zawodowe. Przyczyny i zapobieganie. Warsaw: PWN, second edition.
  • Silvar, B. (2001). The syndrome of burnout, self-image, and anxiety with grammar school students.Horizons of Psychology, 10, 21–32.
  • Skowron-Mielnik, B. (2016). Paradoks efektywności pracy – między budowaniem zaangażowania a wypaleniem zawodowym.Nauki o zarządzaniu, 2(27), 151–163.
  • Tucholska, S. (2009). Wypalenie zawodowe u nauczycieli. Psychologiczna analiza zjawiska i jego osobowościowych uwarunkowań. Lublin: Wydawnictwo KUL.
  • Wang, M. and Fredricks, J. A. (2014). The Reciprocal Links Between School Engagement, Youth Problem Behaviors, and School Dropout During Adolescence. Child Development, 85(2), 722–737.
  • Wilsz J. (2009), Przyczyny wypalenia uczniów w procesie edukacyjnym, [in:] Ku dobrej szkole. Cywilizacyjne dylematy współczesnej edukacji, tom I, red. Cz. Plewka, Wydawnictwo Naukowe Instytutu Eksploatacji – PIB, Radom 2009, 106-115.
  • Wilczek-Rużyczka, E. (2008). Wypalenie zawodowe a empatia u lekarzy i pielęgniarek. Cracow: Wydawnictwo Uniwersytetu Jagiellońskiego.
There are 53 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Katarzyna Tomaszek This is me 0000-0001-7019-5403

Agnieszka Muchacka-cymerman This is me 0000-0002-1627-4036

Publication Date April 30, 2019
Published in Issue Year 2019 Volume: 34 Issue: 2

Cite

APA Tomaszek, K., & Muchacka-cymerman, A. (2019). Polish Adaptation of the ESSBS School-Burnout Scale: Pilot Study Results. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 418-433.