Validation and reliability of the German version of the School Burnout Inventory.

Autor/inn/en	Hoferichter, Frances; Raufelder, Diana; Schweder, Sabine; Salmela-Aro, Katariina
Titel	Validation and reliability of the German version of the School Burnout Inventory. Gefälligkeitsübersetzung: Validierung und Reliabilität der deutschen Version des School Burnout Inventory.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 54 (2022) 1, S. 1-14Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000248
Schlagwörter	Validität; Anpassung; Burnout-Syndrom; Psychometrie; Belastung; Inventar; Schüler; Schule; Validität; Zynismus; Engagement; Anpassung; Psychometrie; Schülerin; Schulstress; Burnout-Syndrom; Schule; Schüler; Schülerin; Schulstress; Engagement; Belastung; Inventar; Zynismus
Abstract	This study investigates the validity and reliability of the German version of the School Burnout Inventory (SBI-G) in 1,570 secondary-school students (Mage = 14.11, SD = 0.78; 51.7 % girls). Results indicate that school burnout consists of two correlated but separate dimensions including (1) exhaustion at school, (2) cynicism toward the meaning of school and sense of inadequacy. The study revealed that school burnout can be measured as a two-factor model, which provided good reliability and validity indices. Further, we verified concurrent validity, finding that students suffering from general stress also reported overall school burnout as well as exhaustion, cynicism, and inadequacy. Students who exhibited cynicism and inadequacy also reported lower levels of behavioral, emotional, and cognitive school engagement, while exhausted students reported lower emotional school engagement but higher cognitive school engagement. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2023/1