Adaptive ER strategies are negatively associated with overall student burnout, but not significantly with any single dimension¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Adaptive ER shows a significant negative pooled correlation with overall burnout (k = 17), while dimension-level associations were non-significant. → Ioana Alexandra Iuga · Oana Alexandra David 2024

Evidence¶

Ioana Alexandra Iuga · Oana Alexandra David 2024¶

Ioana Alexandra Iuga · Oana Alexandra David. (2024). Emotion Regulation and Academic Burnout Among Youth: a Quantitative Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09930-w

q3 · i? · quant-synthesis · r3

Pooled random-effects correlation between adaptive ER strategies and overall burnout, printed as "r = -14 (95% CI = -0.239; 0.046) p < 0.005"; the article prints no standardised effect size for this finding. Dimension-level pooled effects (cynicism, lack of efficacy, emotional exhaustion) were non-significant in Table 2.

"a statistically significant result is observed solely between overall student burnout and adaptive ER (k = 17), r = -14 (95% CI = -0.239; 0.046) p < 0.005"

Discussion¶

Related Claims¶

• ER difficulties are positively associated with each burnout dimension: cynicism, emotional exhaustion, and lack of efficacy — related
• Emotion regulation difficulties are positively associated with overall academic burnout in youth (pooled r = 0.25) — related
• Publication-bias adjustments render the ER difficulties–lack of efficacy and adaptive ER–emotional exhaustion effects non-significant — related
• Student burnout is positively associated with dropout intentions, with a pooled meta-analytic correlation of r+ = .46 — related
• With growing job experience, teachers may shift toward different, more adaptive emotion regulation strategies — related