Factors Associated with School Burnout in High School Students of South Punjab, Pakistan

Abstract

The present study aimed to investigate the factors associated with school burn out among high school students in South Punjab. It was hypothesized that high achievement goals and achievement emotions negatively affect the school burnout among students. Data was collected from different high schools situated in Multan, Muzaffargarh, Bahawalpur and Rahim Yar Khan in South Punjab. The sample was consisted of 813 students from which 387 were females and 426 were males. The age range of participants was 14 to 16, with a mean age of 15.5 ± 0.85. The Achievement Goal Questionnaire, Achievement emotions Questionnaire (AEQ) and The Maslach Burnout Inventory–Student Survey were used as the data collection tools. Findings indicated that the investigated variables (i.e., students’ levels of school burnout, achievement goals, and achievement emotions) displayed the expected correlation patterns, with a negative association between high achievement goals, high achievement emotions and school burnout. Furthermore, these correlation patterns were confirmed for both female and male students. Findings revealed that females are higher in the level of performance approach, mastery approach, performance avoidance, class related emotions, learning related emotions and test emotions as compared to males and males are higher in emotional exhaustion, cynicism, and academic efficiency. Findings also indicate that on the family side students from nuclear family systems have higher in performance approach, performance avoidance and class related emotions whereas students from joint family system were higher in emotional exhaustion, cynicism, and academic efficiency. On the public and private school comparison results revealed that students from public schools have higher level of performance approach, mastery approach, class related emotions, learning related emotions and test emotions as compared to students of private schools.