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Brief Report

The Effect of Students’ Perception of Teachers’ Emotional Support on School Burnout Dimensions: Longitudinal Findings

Department of Human Sciences, University of Rome LUMSA, 00193 Rome, Italy
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Academic Editor: Paul B. Tchounwou
Int. J. Environ. Res. Public Health 2021, 18(4), 1922; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18041922
Received: 9 January 2021 / Revised: 10 February 2021 / Accepted: 12 February 2021 / Published: 17 February 2021
(This article belongs to the Special Issue Mental Health of Child and Young People)
School burnout is linked to relevant adverse consequences for students’ academic careers. Thus, several authors have focused on the internal and external factors that reduce burnout, highlighting the role of teachers’ support. Nonetheless, few studies addressed how students’ perception of teachers’ emotional support protects them from school maladaptive behaviors. The present study aimed to longitudinally investigate in a final sample of 295 Italian high school students (F = 78.6%; M = 15.78, SD = 1.48) the protective role of students’ perception of teachers’ emotional support dimensions on school burnout across a school year. We expected that teachers’ emotional support dimensions had a significant inverse effect on students’ burnout. We preliminarily investigated the study variables’ associations and whether the mean levels of burnout dimensions increased throughout the school year. Correlation analysis supported the associations among the study variables, and repeated-measures analysis of variance (ANOVA) analyses highlighted that the mean levels of school burnout dimensions increased over time. Moreover, hierarchical multiple regression analyses have shown that at the beginning of the school year (T1), the teacher sensitivity dimension significantly and inversely affected emotional exhaustion by the end of the school year (T2). Our findings shed light on the role played by teacher emotional support and give suggestions on which specific facet should have to be improved to shield students from later burnout-related exhaustion. View Full-Text
Keywords: school burnout; high school; students’ perception; teachers’ emotional support school burnout; high school; students’ perception; teachers’ emotional support
MDPI and ACS Style

Romano, L.; Angelini, G.; Consiglio, P.; Fiorilli, C. The Effect of Students’ Perception of Teachers’ Emotional Support on School Burnout Dimensions: Longitudinal Findings. Int. J. Environ. Res. Public Health 2021, 18, 1922. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18041922

AMA Style

Romano L, Angelini G, Consiglio P, Fiorilli C. The Effect of Students’ Perception of Teachers’ Emotional Support on School Burnout Dimensions: Longitudinal Findings. International Journal of Environmental Research and Public Health. 2021; 18(4):1922. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18041922

Chicago/Turabian Style

Romano, Luciano, Giacomo Angelini, Piermarco Consiglio, and Caterina Fiorilli. 2021. "The Effect of Students’ Perception of Teachers’ Emotional Support on School Burnout Dimensions: Longitudinal Findings" International Journal of Environmental Research and Public Health 18, no. 4: 1922. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18041922

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