Investigating gender differences in school burnout from a self-worth perspective: Girls take school too seriously

Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective. Julia Herrmann, Karoline Koeppen, Ursula Kessels. Learning and Individual Differences, Volume 69, January 2019, Pages 150-161. https://doi.org/10.1016/j.lindif.2018.11.011

Highlights
•    Lower school achievement is associated with higher levels of school burnout.
•    Independent of grades, girls report higher levels of exhaustion.
•    Girls report higher academic contingent self-esteem and lower global self-esteem.
•    Academic contingent SE and motivation explain gender differences in exhaustion.

Abstract: Recent investigations have suggested that a considerable percentage of teenagers, especially those in academic track schools, report school-related burnout symptoms (exhaustion, cynicism and inadequacy). Low school achievement and female gender are discussed as risk factors for the syndrome. We investigated school burnout from an individual differences perspective, focusing on aspects of self-esteem (global self-esteem; academic contingent self-esteem) and their associations with specific types of motivational regulation (intrinsic; extrinsic) in a sample of N = 649 9th graders (59% female; 40% males) from six academic track schools in Germany. We hypothesized that gender would be associated with school burnout symptoms and that global self-esteem, academic contingent self-esteem, intrinsic motivation, and extrinsic motivation would mediate the relations. We tested these associations in a structural equation model that was adjusted for grades. Girls' higher scores on exhaustion could be explained through pathways via self-esteem aspects and motivation. Results may inform prevention practices.