Relação entre envolvimento, burnout e rendimento académico em alunos do ensino secundário

  • Daniela Cristina Lopes Morais (Student)

Student thesis: Master's Thesis

Abstract

The main objective of this study was to analyze the relationship between academic involvement, burnout and academic performance in secondary school students, evaluating what statistically significant differences exist between regular education and professional education. The existence of gender-related differences in these relationships has also been investigated. The sample consisted of 110 students attending regular or vocational education in secondary education. Three questionnaires were applied: a sociodemographicquestionnaire; to assess student involvement, the UWES-S scale, a Portuguese version adapted by Cadime, Lima, Marques Pinto & Ribeiro, (2016) was used; to evaluate Burnout, the MBI –SS scale (Maslach Burnout Inventory - Student Survey - Schaufeli et al, 2002) was used, adapted to the Portuguese version by Alexandra Marques Pinto, (2013). The results revealed statistically significant differences in levels of exhaustion and cynicism, being higher in females. With regard to the differences in the exhaustion dimension as a result ofeducation, the results allowed us to perceive statistically significant differences, being higher in regular education. The results also suggest that the correlations performed demonstrated that there is a statistically significant relationship between the various dimensions of burnout with the dimensions of academic involvement. Contrary to expectations, the correlations performed demonstrated that there is no statistically significant relationship between the dimensions of involvement and the dimensions of academic performance.
Date of Award8 Sep 2021
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorÂngela Azevedo (Supervisor)

Keywords

  • Burnout
  • Academic involvement
  • Academic performance

Designation

  • Mestrado em Psicologia da Educação

Cite this

'