Gender, achievement-measure objectivity, and education stage did not moderate the burnout–achievement relationship¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Objectivity of the achievement measure and gender did not emerge as moderating factors, and burnout manifested similarly for secondary and tertiary students. → 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

q3 · i? · quant-synthesis · r3

Meta-regression moderator analyses testing instrument, academic level, achievement measure, objectivity, and gender. Only the instrument moderator was significant; the authors report the present findings "seem to challenge these assertions" about secondary students' greater susceptibility.

"Objectivity of achievement measure and gender did not emerge as moderating factors. Burnout was equally debilitating in terms of achievement for men as it was for women."

Discussion¶

Related Claims¶

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• Total academic burnout is significantly negatively related to academic achievement (rc+ = −.24)
• Gender did not significantly moderate relationships between social functioning and academic development in preschoolers
• Gender and academic level do not moderate the perfectionism–academic achievement relationships — related