Academic Burnout and Classroom Assessment Environment: The Case of University's Accounting Students in Kwara State, Nigeria
Authors
-
Department of Accounting, Al-Hikmah University, Ilorin, Kwara State ,NG
Abdulai Agbaje Salami -
Department of Accounting, Al-Hikmah University, Ilorin, Kwara State ,NGRasaq Adebayo Iyanda
-
Department of Accounting, Al-Hikmah University, Ilorin, Kwara State ,NGHakeem Babatunde Suleiman
DOI:
https://doi.org/10.18311//nmr/2017/20593Keywords:
Academic Burnout, Accounting Student, Learning-Based Classroom Assessment Environment, Nigeria, Performance-Based Classroom Assessment Environment, University.Abstract
This study was set out to identify strategies to be adopted in achieving reduced feelings of academic burnout by university's accounting students via perceived classroom assessment environment. Being a causal-comparative study, the dependent variable-student burnout and the independent variableclassroom assessment environment were measured using Maslach Burnout Inventory-Student Survey (MBI-SS) and Classroom Assessment Environment Scale (CAES) respectively. A sample of 202 accounting students in Al-Hikmah University out of four universities with full-fledged accounting course in Kwara State was surveyed. Cluster analysis, used to identify the homogeneous groups of classroom assessment environment's perceptions, resulted in the emergence of three clusters of a mix of learning-based and performance-based dimensions of classroom assessment environment. Kruskal- Wallis test was conducted upon the failure of normality and homogeneity of variance assumptions. The findings showed that accounting undergraduates differ significantly in their feelings of academic burnout with regard to the clusters of their perceptions of classroom assessment environment. Specifically, it was evident that increased perceived performance-based classroom assessment environment leads to the increased level of academic burnout while the increased learning-based classroom assessment environment reduces it. Therefore, accounting educators should teach to institutionalize classroom assessment environment that is learning-oriented and influence positively three domains of educational objectives.
Downloads
Published
How to Cite
Issue
Section
References
Alkharusi H. Effects of classroom assessment practices on students' achievement goals. Educational Assessment. 2008; 13:243-66. https://doi.org/10.1080/10627190802602509.
Alkharusi H. Classroom assessment environment, selfefficacy, and mastery goal orientation: A causal model. Paper presented at 2nd International Conference of Teaching and Learning (ICTL 2009) INTI University College, Malaysia. 2009. Available from: https://my.laureate.net/Faculty/docs/Faculty%20Documents/ INTI%20Conferences/Parallel%20Sessions%20 3/3B/3B-01-P9%20(Oman).pdf.
Alkharusi H. Development and datametric properties of a scale measuring students' perceptions of the classroom assessment environment. International Journal of Instruction. 2011; 4(1):105-20.
Alkharusi H. Canonical correlational models of students' perceptions of assessment tasks, motivational orientations, and learning strategies. International Journal of Instruction. 2013; 6(1):21-38.
Alkharusi H. Classroom assessment communication, perceived assessment environment, and academic achievement: A path analysis. British Journal of Education, Society & Behavioural Science. 2015; 8(2):117-26.
Alkharusi, H. An evaluation of the measurement of perceived classroom assessment environment. International Journal of Instruction. 2015; 8(2):45-54. https://doi.org/10.12973/iji.2015.824a.
Alvaro C, Lyons RF, Warner G, Hobfoll SE, Martens PJ, Labonte R & Brown ER. Conservation of resources theory and research use in health systems. Implementation Science. 2010; 5(79):1-20. https://doi.org/10.1186/1748-5908-5-79.
Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology. 1992; 84:261-71. https://doi.org/10.1037/00220663.84.3.261.
Badran DH, Al-Ali MH, Duaibis RB & Amin WM. Burnout among clinical dental students at Jordanian universities. Eastern Mediterranean Health Journal. 2010; 16(4):434-7. PMid:20795430.
Baker JA. Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. Elementary School Journal. 1999; 100(1):57-70. https://doi.org/10.1086/461943.
Balkis M. The relationship between academic procrastination and students' burnout. H. U. Journal of Education. 2013; 28(1):68-78.
Banks SR. Classroom assessment: Issues and practices (2nd ed.). Long Grove, IL: Waveland Press Inc. 2012.
Brackett MA, Reyes MR, Rivers SE, Elbertson NA & Salovery P. Classroom emotional climate, teacher affiliation and student conduct. Journal of Classroom Instruction. 2011; 46(1):27-36.
Brookhart SM. Teachers' grading: Practice and theory. Applied Measurement in Education. 1994; 7:279-301. https://doi.org/10.1207/s15324818ame0704_2.
Brookhart SM. A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education. 1997; 10:161-80. https://doi.org/10.1207/s15324818ame1002_4.
Brookhart SM. Classroom assessment: Tensions and intersections in theory and practice. Teachers College Record. 2004; 106:429-58. https://doi.org/10.1111/j.1467-9620.2004.00346.x.
Brookhart SM & DeVoge JG. Testing a theory about the role of classroom assessment in student moti vation and achievement. Applied Measurement in Education. 1999; 12:409-25. https://doi.org/10.1207/S15324818AME1204_5.
Brown JL, Jones SM, Larusso MD & Aber JL. Improving classroom quality: Teacher influences and environmental impacts of the 4Rs program. Journal of Educational Psychology. 2010; 102(1):153-67. https://doi.org/10.1037/a0018160.
Buldur S. Investigation of the relationship between students' perceptions about the classroom assessment environment and their achievement-goal orientations: Gender perspective. Education and Science. 2014; 39(176):213-25. https://doi.org/10.15390/EB.2014.3730.
Buldur S & Dogan A. Adaptation of the students' perceptions of the science and technology course classroom assessment environment scale (SPCAES) into Turkish. Education and Science. 2014; 39(176): 199-211.
Campos JADB, Carlotto MS & Maroco J. Copenhagen Burnout Inventory - Student Version: Adaptation and transcultural validation for Portugal and Brazil. Psicologia: Reflexao e Critica. 2013; 26(1):87-97. https://doi.org/10.1590/S0102-79722013000100010.
Caplan RD. Person-environment fit theory and organizations: Commensurate dimensions, time perspectives, and mechanisms. Journal of Vocational Behaviour. 1987; 31:246-67. https://doi.org/10.1016/0001-8791(87)90042-X.
Capri B. Investigating university's students attitudes towards physics lessons, their self-efficacy beliefs and burnout levels for the prediction for the prediction of their academic success in physics lessons. Education Research and Reviews. 2013; 8(10):646-52.
Capri B, Ozkendir OM, Ozkurt B & Karakus F. General self-efficacy beliefs, life satisfaction and burnout of university students. Procedia-Social and Behavioural Sciences. 2012; 47:968-73. https://doi.org/10.1016/j.sbspro.2012.06.765.
CERI. Assessment for learning: The case for formative assessment. 2008. Available from: http://www.oecd.org/site/educeri21st/40600533.pdf.
Chatman JA. Improving interactional organizational research: A model of person organization fit. Academy of Management Journal. 1989; 14(3):333-49. https://doi.org/10.5465/AMR.1989.4279063. https://doi.org/10.2307/258171.
Cheng L, Wu Y & Liu X. Chinese university students' perceptions of assessment tasks and classroom assessment environment. Language Skill in Asia. 2015; 5(13):1-17. https://doi.org/10.1186/s40468-015-0020-6.
Cohen J. Strategy or identity: new theoretical paradigms and contemporary social movements. Social Research. 1985; 52(4):663-716.
Collins D. The measurement of stress and burnout among university students (Master's Thesis, Massey University, New Zealand). 1998. Available from: https://mro.massey.ac.nz/handle/10179/6351 30. Cordes CL & Dougherty TW. A review and integration of resource on job burnout. Academy of Management Review. 1993; 18(4):621-56. https://doi.org/10.2307/258593. https://doi.org/10.5465/ AMR.1993.9402210153.
Demerouti E, Bakker AB, Vardakou I & Kantas A. The convergent validity of two burnout instruments: a multitrait-multimethod analysis, European Journal of Psychological Assessment. 2002; 18:296-307.
Demerouti E, Mostert K & Bakker AB. Burnout and work engagement: A thorough investigation of the independency of both constructs. Journal of Occupational Health Psychology. 2010; 15(3):209-22. https://doi.org/10.1037/a0019408. PMid:20604629.
Dorman JP. Associations between classroom environment and academic efficacy. Learning Environments Research. 2001; 4(3):243-57. https://doi.org/10.1023/A:1014490922622.
Duru E, Duru S & Balkis M. Analysis of relationships among burnout, academic achievements and self-regulation. Education Sciences: Theory and Practice. 2014; 14(4):1274-84. https://doi.org/10.12738/estp.2014.4.2050.
Edwards JR, Caplan RD & Harrison RV. Personenvironment fit theory: Conceptual foundations, empirical evidence, and directions for future research. Cooper CL. (Ed.), Theories of organizational stress. Oxford: Oxford University Press. 1998; p. 28-67.
Esteve EB. Well-being and performance in academic settings: The predictive role of self-efficacy. Ph.D Thesis. 2008. Available from: https://www.uky.edu/~eushe2/Pajares/DoctoralThesisBreso.pdf 37. Evers WJG & Tomic W. Students' perceptions of the incidence of burn-out among their teachers. Research in Education. 2003; 69:1-15. https://doi.org/10.7227/RIE.69.1
Foa UG & Foa EB. Societal structures of the mind Springfield, Illinois: Thomas. 1974.
Fraser BJ. The birth of a new journal: Editor's introduction. Learning Environments Research. 1998; 1(1):1-5. https://doi.org/10.1023/A:1009932514731. https://doi.org/10.1023/A:1009994030661.
Freeman J. Social movements of the 60s and 70s, New York: Longman. 1983.
Freudenberger H. Staff burnout. Journal of Social Sciences. 1974; 30:156-65.
Freudenberger H. Burnout: Occupational hazards of the child care worker. Child Care Quarterly. 1977; 6:90-1. https://doi.org/10.1007/BF01554695.
Grandey AA & Cropanzano R. The conservation of resources model applied to work-family conflict and strain. Journal of Vocational Behaviour. 1999; 54:350-70. https://doi.org/10.1006/jvbe.1998.1666.
Hobfoll SE. Conservation of resources: A new attempt at conceptualizing stress. American Psychologist. 1989; 44(3):513-24. https://doi.org/10.1037/0003066X.44.3.513. PMid:2648906.
Hobfoll SE. Stress, Culture, and Community, New York: Plenum Press. 1998. https://doi.org/10.1007/9781-4899-0115-6
Hobfoll SE & Freedy J. Conservation of resource: a general stress theory applied to burnout. Schanfeli WB, Maslach C, Marek T. (Eds.), Professional Burnout: Recent Developments in Theory and Research, Washington, DC: Taylor & Francis. 1993; p. 115-29.
Hoseinabadi-farahani MJ, Kasrilou L & Inanlou F. Academic burnout: A descriptive-analytical study of dimensions and contributing factors in nursing students. Austin Journal of Nursing & Health Care. 2016; p. 1033-7.
Hu Q & Schaufeli WB. The factorial validity of the Maslach Burnout Inventory-Student survey in China. Psychological Reports. 2009; 105:394-408. https://doi.org/10.2466/PR0.105.2.394-408. PMid:19928601.
Ilhan M & Cetin B. An analysis of the relationship between academic burnout and classroom assessment environment. Education and Science. 2014; 39(176):51-68. https://doi.org/10.15390/EB.2014.3335.
Ilhan M & Cetin B. Development of classroom assessment environment scale (CAES). Education and Science. 2014; 39(176):31-50.
Ilhan M. The predictive power of students' perceptions of classroom assessment environment for their mathematics anxiety. OMU Journal of Faculty of Education. 2015; 34(2):1-21.
Jabbarifar T. The importance of classroom assessment and evaluation in educational system. Paper presented at 2nd International Conference of Teaching and Learning (ICTL 2009) INTI University College, Malaysia. 2009. Available from: https://my.laureate.net/Faculty/docs/Faculty% 20Documents/INTI%20Conferences/ParallPa% 20Sessions%204/4C/4C-03-P142%20(Iran).pdf PMCid:PMC3075457.
Kaschka WP, Korczak D & Broich K. Burnout: A fashionable diagnosis. Deutsches Arzteblatt International. 2011; 108(46):781-7. PMid:22163259 PMCid:PMC3230825.
Kellam SG, Ling X, Merisca R, Brown CH & Ialongo N. The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology. 1998; 10(2):165-86. https://doi.org/10.1017/S0954579498001564. PMid:9635220.
Kocaeksi S. The evaluation of burnout levels of sports sciences faculty students. Education Research and Reviews. 2016; 11(4):120-4. https://doi.org/10.5897/ERR2015.2600.
Kristensen TS, Borritz M, Villadsen E & Christensen KB. The Copenhagen burnout inventory: a new tool for the assessment of burnout. Work & Stress. 2005; 19(3):192-207. https://doi. org/10.1080/02678370500297720.
Kuperminc GP, Leadbeater BJ & Blatt SJ. School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology. 2001; 39(2):141-59. https://doi.org/10.1016/S00224405(01)00059-0.
Kurt H, Ekici G, Gokmen A, Akta GM & Aksu O. The effect of learning styles on secondary education students perception of classroom environment of biology laboratory (Kolb learning style model sample). Turkish Studies. 2013; 8(6):157-77. https://doi.org/10.7827/TurkishStudies.4831.
Kutsal D & Bilge F. Adaptation of Maslach Burnout Inventory-Student Survey: Validity and reliability study. World Applied Sciences Journal. 2012; 19(9):1360-6.
Lazarus RS & Folkman S. Stress appraisal and coping, New York: Springer. 1984.
Leiter MP & Maslach C. A mediation model of job burnout. Antoniou ASG & Cooper CL. (Eds.), Research companion to organizational health psychology. Cheltenham, United Kingdom: Edward Elgar. 2005; p. 544-64. https://doi.org/10.4337/978 1845423308.00046.
Leiter MP & Schaufeli WB. Consistency of the burnout construct across occupations. Anxiety, Stress and Coping. 1996; 9:229-43. https://doi.org/10.1080/10615809608249404.
Lin SH & Huang YC. Life stress and academic burnout. Active Learning in Higher Education. 2014; 15(1):7790. https://doi.org/10.1177/1469787413514651.
Maslach C, Jackson SE & Leiter MP. Maslach Burnout Inventory Manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press, Inc. 1996.
Maslach C & Jackson SE. The measurement of experienced burnout. Journal of Occupational Behaviour. 1981; 2:99-113. https://doi.org/10.1002/job.4030020205.
Maslach C & Jackson SE. Burnout in organizational settings. Applied Social Psychology Annual. 1984; 5:133-53.
Maslach C & Leiter MP. Early predictors of job burnout and engagement. Journal of Applied Psychology. 2008; 93(3):498-512. https://doi.org/10.1037/00219010.93.3.498. PMid:18457483.
Maslach C & Pines A. The burn-out syndrome in the daycare setting. Child Care Quarterly. 1977; 6(2):100-13. https://doi.org/10.1007/BF01554696.
Maslach C. Burned-out. Human Behaviour. 1976; 5(9):16-22.
Maslach C. The client role in staff burn-out. Journal of Social Issues. 1978; 34(4):111-4. https://doi.org/10.1111/j.1540-4560.1978.tb00778.x.
Maslach C, Jackson SE & Leiter MP. Maslach Burnout Inventory-Educators Survey (MBI-ES). Maslach C, Jackson SE & Leiter MP. Maslach Burnout Inventory manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press. 1996; p. 27-32.
Maslach C, Leiter MP & Schaufeli WB. Measuring burnout. Cooper CL & Cartwright S. (Eds.), The Oxford handbook of organizational well-being. Oxford: Oxford University Press. 2008; p. 86-108. https://doi.org/10.1093/oxfordhb/9780199211913.003.0005.
Maslach C, Schaufeli WB & Leiter MP. Job burnout. Annual Review of Psychology. 2001; 52:397-422. Doi: 10.1146/annurev.psych.52.1.39752/1/397.
Meier SF & Schmeck RR. The burned-out college student: A descriptive profile. Journal of College Student Personnel. 1985; 25:63-9.
Muchinsky PM & Monahan CJ. What is personenvironment congruence: Supplementary versus complementary models of fit. Journal of Vocational Behaviour. 1987; 31:268-77. https://doi.org/10.1016/0001-8791(87)90043-1.
Nawab S, Li XX & Nisar MM. Person culture fit as an approach for better adjustments of expatriates to new cultures: A case study of China. African Journal of Business Management. 2011; 5(9):3429-35.
Neumann Y, Finaly-Neuman E & Reichel A. Determinants and consequences of students' burnout in universities. The Journal of Higher Education. 1990; 61(1):20-31. https://doi.org/10.1080/0022154 6.1990.11775089. https://doi.org/10.2307/1982032.
Nikodijevic A, Labrovic JA & Dokovic A. Academic burnout among students at faculty of organizational sciences. Management-Journal for Theory and Practice Management. 2012; 64:47-53. https://doi.org/10.7595/management.fon.2012.0019.
Norman D & Bobrow D. On data-limited and resource-limited processing. Journal of Cognitive Psychology. 1975; 7:44-60. https://doi.org/10.1016/0010-0285(75)90004-3.
Nunnaly JC & Bernstein IH. Psychometric Theory, (3rd ed.). New York, NY: McGraw-Hill. 1994.
Olalla M. The resource-based theory and human resources. International Advances in Economic Research. 1999; 5:84-92. https://doi.org/10.1007/4 BF02295034.
Palabiyik PY. A study of Turkish high school students' burnout and proficiency level in related to their sex. Novitas-ROYAL (Research on Youth and Language). 2014; 8(2):169-77.
Pines AR, Aronson E & Kafry D. Burnout. New York, U.S: The Free Press. 1981.
Raedeke TD. Is athlete burnout more than just stress? A sport commitment perspective. Journal of Sports and Exercise Psychology. 19:396-417. https://doi.org/10.1123/jsep.19.4.396.
Rahmati Z. The study of academic burnout in students with high and low level of self-efficacy. ProcediaSocial and Behavioural Sciences. 2015; 271:49-55. https://doi.org/10.1016/j.sbspro.2015.01.087.
Rappaport J. Community Psychology: Values, research, and action. New York: Holt, Rinehart, and Winston. 1977. PMCid:PMC2025554.
Reis D, Xanthopoulou D & Tsaousis I. Measuring job and academic burnout with Oldenburg Burnout Inventory (OLBI): Factorial invariance across samples and countries. Burnout Research. 2015; 2:8-18. https://doi.org/10.1016/j.burn.2014.11.001.
Ricardo YR & Paneque FRR. University student burnout: Conceptualization and study. Salud Mental. 2013; 36:309-17.
Ryan RM & Grolnick WS. Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology. 1986; 50(3):550-8. https://doi.org/10.1037/00223514.50.3.550.
Salami SO. Job stress and burnout among lecturers: Personality and social support as moderators. Asian Social Science. 2011; 7(5):110-21. https://doi. org/10.5539/ass.v7n5p110.
Salkind NJ. Encyclopedia of research design, California: Sage Publications Inc. 2010.https://doi.org/10.4135/9781412961288. PMid:20697321.
Salmela-Aro K & Upadyaya K. School burnout and engagement in the context of demands resources model. British Journal of Educational Psychology. 2014; 84(1):137-51. https://doi.org/10.1111/ bjep.12018. PMid:24547758.
Salmela-Aro K, Kiuru N, Pietikainen M & Jokela J. Does school matter? The role of school context in adolescents' school-related burnout. European Psychologist. 2008; 13(1):12-23. https://doi.org/10.1027/1016-9040.13.1.12.
Sarason IG. Experimental approaches to test anxiety: Attention and the use of information. Spielberger CD. (Ed.), Anxiety: Current trends in theory and research. New York: Academic Press. 1972. https:// doi.org/10.1016/B978-0-12-657402-9.50010-7.
Schaufeli WB & Taris TW. The conceptualization and measurement of burnout: common ground and worlds apart. Work and Stress. 2005; 19(3):256-62. https://doi.org/10.1080/02678370500385913.
Schaufeli WB, Leiter MP & Maslach C. Burnout: 35 years of research and practice. Career Development International. 2009; 14(3):204-20. https://doi.org/10.1108/13620430910966406.
Schaufeli WB, Martinez IM, Pinto AM, Salanova M & Bakker AB. Burnout and engagement in university students. Journal of Cross-Cultural Psychology. 2002; 33(5):464-81. https://doi.org/10.1177/002202 2102033005003.
Schaufeli WB, Leiter MP, Maslach C & Jackson SE. Maslach Burnout Inventory-General Survey. C. Maslach, Jackson SE & Leiter MP. (Eds.), The Maslach Burnout Inventory - Test manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press. 1996. PMid:8565541.
Segikuchi T. Toward a dynamic perspective of personenvironment fit. Osaka Keidai Ronshu. 2004; 55(1):177-90.
Seibert GS, May RW, Fitzgerald MC & Fincham FD. Understanding school burnout: Does self-control matter? Learning and Individual Differences. 2016; 49:120-7. https://doi.org/10.1016/j.lindif.2016.05.024.
Shetty A, Shetty A, Hedge MN, Narasimhan D & Shetty S. Stress and burnout assessment among postgraduate dental students. NUHJS. 2015; 5(1):31-6.
Shirom A & Melamed S. A comparison of the construct validity of two burnout measures in two groups of professionals. International Journal of Stress Management. 2006; 13(2):176-200.
Sonmez GY & Capri B. The effect stress coping program on burnout levels of high school students. International Journal on New Trends in Education and their Implications. 2013; 4(3):148-64.
Stein C & Sibanda T. Burnout among paramedic students at a university in Johannesburg, South Africa. Afri J Health Professions Educ., 2016; 8(2):193-5. https://doi.org/10.7196/AJHPE.2016.v8i2.626.
Stiggins RJ & Conklin NF. In teachers' hands: Investigating the practices of classroom assessment. Albany, NY: State University of New York Press. 1992.
Talbot DL & Billsberry J. Comparing and contrasting person-environment fit and misfit. Exploring Organisational Fit and Misfit : Proceedings of the 4th Global e-Conference on Fit, [Open University]. 2010; p. 1-6. Available from: http://dro.deakin.edu.au/view/DU:30034948.
Taris TW, Schreurs PJG & Schaufeli WB. Construct validity of the Maslach Burnout Inventory- General Survey: A two-sample examination of its factor structure and correlates. Work & Stress. 1999; 13:22337. https://doi.org/10.1080/026783799296039.
Tereszco A, Drozdowicz K, Szymura MF, Tauroginski B, Tuleja A, Korzeniowski A, ... Dudek, D. Burnout, neurotic symptoms and strategies in medical students. Archives of Psychiatry and Psychotherapy. 2015; 4:17-22. https://doi.org/10.12740/APP/60446.
Toro PA, Cowen EL, Gesten EL, Weissberg RP, Rapkin BD & Davidson E. Social environmental predictors of children's adjustment in elementary school classrooms. American Journal of Community Psychology. 1985; 13(4):353-64. https:// doi.org/10.1007/BF00911213. PMid:3901729
Turner CE & Purpura JE. Learning-oriented assessment in the classroom. Tsagari D & Banerjee J. (Eds.). Handbook of second language assessment. Berlin, Germany/Boston, MA: DeGruyter Mouton. 2015.
Ugwu FO, Onyishi IE & Tyoyima WA. Exploring the relationships between academic burnout, selfefficacy and academic engagement among Nigerian college students. The African Symposium. 2013; 13(2):37-45.
Valickienea RP, Zukauskienea R & Raiziene S. The role of attachment to school and open classroom climate for discussion on adolescents' schoolrelated burnout. Procedia Social and Behavioral Sciences. 2011; 15:637-41. https://doi.org/10.1016/j.sbspro.2011.03.155.
Wheeler AR & Halbesleben JRB. A conservation of resources view of person-environment fit. 2009. Available from: www.conference.fit/ images/2009arch/fri04.pdf.
Yang HJ. Factors affecting student burnout and academic achievement in multiple enrolment programs in Taiwan's technical-vocational colleges. International Journal of Educational Development. 2004; 24:283-301. https://doi.org/10.1016/jijedudev.2003.12.001.
Yavuz D & Dogan N. Maslach Burnout InventoryStudent Survey (MBI-SS): A validity study. Procedia-Social and Behavioural Sciences. 2014; 116:2453-7. https://doi.org/10.1016/j.sbspro.2014.01.590.
Zhang X, Klassen RM & Wang Y. Academic burnout and motivation of Chinese secondary students. International Journal of Social Science and Humanity. 2013; 3(2):134-8. https://doi.org/10.7763/IJSSH.2013.V3.212.
