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Mechanisms of influence of burn-out syndrome in primary school teachers on personal traits and learning activity of pupils 646
Merzlyakova D.R., PhD in Psychology, Associate professor, Institute of Civil Defence, Udmurt state University, Izhevsk, Russia, firstname.lastname@example.org
The article describes the research aimed at investigation of contribution of psychological characteristics in the system of changes of personal traits and academic success of the children, taught by teachers with mildly high level of burnout. The authors suggested existence of some ways of a primary school teacher’s burnout syndrome on personal characteristics and learning activity of his/her pupils. The sample included 891 pupils of 3rd and 4th grades who were taught by teachers with mildly high level of burnout. The burnout level was tested with MBI version for teachers and educators by K. Maslach and S. E. Jackson adapted for the Russian sample by N. E. Vodopyanova. Pupils’ personal characteristics were measured with the following methods: Phillips school anxiety test, diagnostics of primary schoolchildren’s school motivation (V. V. Kozlov, G. M. Manuylov, N. P. Phetiskin), self-assessment with the use of scales, designed according to self-appraisal inventory by Dembo-Rubinshtein. Multivariate statistical analysis allowed to trace the main types of a primary school teacher’s burnout syndrome on personal characteristics and learning activity of his/her pupils; “depersonalizing”, “socially frustrating”, “communicative – affective” types.
Keywords: emotional burnout, primary school age, learning activity, personal characteristics, anxiety, motivation, self-attitude.
Column: Educational Psychology