An Azerbaijani Adaptation of the School Burnout Inventory: Relations among School Burnout, Academic Self-Efficacy, School Satisfaction, Distress, and Life Satisfaction
DOI:
https://doi.org/10.57125/FED.2024.12.25.19Keywords:
school burnout, school satisfaction, academic self-efficacy, psychological distress, life satisfaction, scale adaptationAbstract
The role of school burnout is of utmost importance in contemporary educational environments. The primary objective of this research was to adapt the School Burnout Inventory to suit the context of Azerbaijani adolescents and investigate the correlations between school burnout, school satisfaction, academic self-efficacy, psychological distress, and life satisfaction. The study collected data through quantitative survey research using a sample of 1852 adolescents (1067 females and 785 males) from Azerbaijan using a simple random sampling method. A structured questionnaire was used in Google Forms to survey and assess the adolescents' perceptions of how psychological distress, academic self-efficacy and school/life satisfaction influence school burnout. The adaptation procedure encompassed the utilisation of confirmatory factor analysis, criterion-related validity evaluations, and reliability assessments. Furthermore, mediational analysis was employed using PROCESS macro to examine the associations between school burnout, psychological distress, and school/life satisfaction. The findings from the confirmatory factor analysis within AMOS Graphics 24 indicated that the questionnaire consisted of 9 questions, representing three school-related dimensions. Furthermore, the study demonstrated that the questionnaire showed a satisfactory fit. The scale exhibited acceptable levels of reliability coefficients for an overall score in STATA 15. Moreover, the results revealed significant positive relationships between school burnout and psychological distress while demonstrating negative connections with academic self-efficacy, school satisfaction and life satisfaction. Finally, the study's findings indicated that psychological distress mediated the relationship between school burnout and school/life satisfaction. These collective findings highlight the psychometric qualities of the Azerbaijani version of the School Burnout Inventory, indicating its noteworthy nature.
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