Department of Human Sciences, University of Rome LUMSA, 00193 Rome, Italy.
Int J Environ Res Public Health. 2021 Feb 17;18(4):1922. doi: 10.3390/ijerph18041922.
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.
学校倦怠与学生学业生涯的相关不利后果有关。因此，一些作者专注于减少倦怠的内部和外部因素，强调了教师支持的作用。尽管如此，很少有研究探讨学生对教师情感支持的感知如何保护他们免受学校适应不良行为的影响。本研究旨在对 295 名意大利高中生（F = 78.6%；M = 15.78，SD = 1.48）的最终样本进行纵向研究，以考察学生对教师情感支持维度的感知在一学年内对学校倦怠的保护作用。我们预计教师情感支持维度会对学生的倦怠产生显著的反向影响。我们初步调查了研究变量之间的关联，以及倦怠维度的平均水平是否在整个学年内有所增加。相关分析支持了研究变量之间的关联，重复测量方差分析（ANOVA）分析突出表明，学校倦怠维度的平均水平随时间推移而增加。此外，分层多元回归分析表明，在学年开始时（T1），教师敏感性维度对学年结束时的情绪耗竭（T2）有显著的反向影响。我们的研究结果揭示了教师情感支持所扮演的角色，并提出了关于应该改进哪个具体方面以保护学生免受以后与倦怠相关的疲惫的建议。
