Exhaustion is significantly negatively related to academic achievement (rc+ = −.15)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q4 · i1 small
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i1 The exhaustion symptom of burnout shows a small significant negative weighted mean correlation with academic achievement. → Madigan 2020

Evidence¶

Madigan 2020¶

Madigan, D. J. & Curran, T. (2020). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09533-1

q4 · i1 · quant-synthesis · r2

Robust variance random-effects meta-analysis pooling exhaustion–achievement correlations. The pooled corrected correlation was "rc+ = -.15, 95% CI = -.22, -.09"; heterogeneity was small (τ2 = .02, I2 = 87.77).

"For exhaustion (N = 9,095), analyses revealed a small negative weighted mean effect size (rc+ = -.15, 95% CI = -.22, -.09)."

Discussion¶

Related Claims¶

• Cynicism is significantly negatively related to academic achievement (rc+ = −.24)
• Reduced efficacy shows the largest negative correlation with academic achievement (rc+ = −.39)
• Total academic burnout is significantly negatively related to academic achievement (rc+ = −.24)
• Gender, achievement-measure objectivity, and education stage did not moderate the burnout–achievement relationship
• Hardiness shows its strongest burnout correlation with reduced academic accomplishment, while AI-assisted learning is not correlated with emotional exhaustion — related
• Teacher ill-being shows a small negative association with student motivation and achievement (r = –.13) — related
• Teacher burnout dimensions show the strongest correlations with CMSE among teacher-level psychometric constructs — related
• The burnout–dropout intentions association is moderated by burnout dimension, being highest for cynicism — related