How solve the problem of burnout among students and improve performance

Burnout is one of the major occurrences among students. The issue of burnout is not only seen among students in primary school but also those in secondary and tertiary institution these might be as a result of school environment, teaching method, family socio economic status etc. For any student to become comfortable in school certain conditions must be made favourable for them. 


Burnout is a psychological syndrome of exhaustion, cynicism, and inefficacy in the workplace. It is considered to be an individual stress experience embedded in a context of complex social relationships, and it involves the person’s conception of both self and others on the job. Unlike one-dimensional models of stress, this multidimensional model conceptualizes burnout in terms of its three core components.

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        Overall, burnout syndrome is an individual response to chronic work stress that develops progressively and can eventually become chronic, causing health alterations. From a psychological point of view, this syndrome causes damage at a cognitive, emotional, and attitudinal level, which translates into negative behavior towards work, peers, users, and the professional role itself. However, it is not a personal problem, but a consequence of certain characteristics of the work activity.


Burnout has been a popular topic of research in psychology and associated disciplines in the past three decades. Burnout is always more likely when there is a major mismatch between the nature of the job and the nature of the person who does the job. The major factors of burnout include work overload, lack of control, lack of reward, lack of community, value conflict, and lack of fairness, which are obvious indications that the person and the job are mismatched. Burnout may lead to mental distress in the form of anxiety, depression, frustration, hostility or fear. Prior research has shown that burnout can lead to lower commitment, higher turnover, absenteeism, reduced productivity, low morale, and lower human consideration


Academic achievement problems have been focal points for educators and researchers for decades, because problems in the performance and achievement of students’ school careers predict school dropout and delinquent behaviors. Much of the previous academic achievement research has focused on the psychological mechanism, self-efficacy, and family factors such as parental response to grades are proven to contribute to academic achievement. On the other hand, autonomy-supporting family styles have been found to be associated with higher academic performance. The use of autonomy-supportive techniques by teachers and school administrators has been associated with academic achievement. The peer support may also contribute to children’s achievement because it has a profound influence on their day-to-day behavior in school. Students who were rejected by their peers had lower academic achievement scores than more popular students.


In this sense, the solutions employed by governments, authorities and educational institutions to tackle exogenous challenges typically refer to palliative or corrective measures that target a problem that already exists. Such measures are delivered via social support programmes and scholarships or financial aid. By contrast, issues that are endogenous in nature are addressed through academic guidance programmes and educational support. Nevertheless, whilst all of these actions are necessary, they are insufficient if they are not complemented by other preventative actions that prevent or, at least, reduce the likelihood of these problems occurring. For this reason, the present study focused on a search to identify solutions to the endogenous causes associated with the guidance and tutoring of children in formative processes. These acts transcend those that are merely academic and curricular, facilitating the integral training of school aged children and helping to prevent the emergence of children’s burnout. Social competence is essential for finding an association between school engagement and students’ well-being. In research on social capital and school exhaustion, it was shown that school social capital, as well as positive and supportive relationships between students and teachers may produce less school exhaustion and positively influence academic performance. Thus, the first idea is the recognition of burnout as a school problem that affects both pupils and the teaching process itself. Specifically, a lack of well-being is established in the school context that provokes exhaustion in learning situations, the rejection of opportunities to study and feelings of incompetence or the lack of ability to adapt to these situations. Furthermore, it is a complex problem that can only be approached from transversal standpoints, which tackle problems in a multi-dimensional way and offer multi-disciplinary solutions, such as student guidance and tutoring.

        The orientation actions performed through tutoring must transcend those that are considered from a more traditional perspective, which include a time-limited dedication to the resolution of minor co-habitation problems or the communication of examination results to families. Likewise, a central dedication of teaching time and effort must be directed towards facilitating the personal development of students, alongside their academic learning and skills, for social and workplace integration. Finally, it is indicated that this process of tutorial action must tackle children’s well-being, school satisfaction and emotional well-being. In this line, the development of the tutorial action and orientation in the educational context and from a holistic perspective should be oriented to the process of help and accompaniment in seven basic aspects: the learning process, dedication and involvement, co-existence, cooperation, socialisation, emotions and satisfaction.


As the main conclusions, it was shown how tutoring in learning, satisfaction and coexistence are the three main indicators of tutoring. On the other hand, the existence of an inverse relationship between the development of cynical attitudes in the school disapproval and a lack of honesty and the development of tutoring in students was observed, showing how this helps in its prevention. It was also shown how an increase in exhaustion linked to burnout is associated with a greater development of tutoring and guidance actions, since their use helps in prevention. A relationship was shown between the elements of tutorial action that have the strongest impact on the avoidance of children’s burnout, amongst which attention to learning and co-existence problems most stood out. Nevertheless, an understanding of these factors should not only be considered in a corrective sense, in that they form the basis of action when the problem of burnout has already appeared, but should also be used to outline the elements upon which diagnostic care will be based. The entire student body must carefully observe and work on the elements discussed here, with a view to prevention to avoid this serious problem that can affect students.

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