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PERCEPTION OF SCHOOL ENVIRONMENT BY POLISH AND AMERICAN STUDENTS EXPERIENCING SCHOOL BURNOUT SYNDROME / SCHOOL BURNOUT LEVEL
Abstract
Students' school burnout can be referred to structured by Maslach [1] [2], firing planes regarding not only the interpersonal sphere but also the organizational sphere. In the case of pupils, organizational factors may be big classes, lack of individualization of education, lack of ability to organize time devoted to learning at home and other. One of the important factors causing student burnout is their perception of the school environment [3]. Class and school climate perception is important for a sense of security and if it is lacking, then this situation can cause long-term stress and consequent burnout. [4] [5] [6] [7]. The aim of the presented research was to compare the perception of the school environment by Polish and American students experiencing the burnout syndrome. Research is an extension of earlier other authors. The studies used the SSBS Scale by A. Aypay [11] in the adaptation of K. Tomaszek, A. Muchacka - Cymerman (2018). The scale consists of 34 questions, to which the respondents answer 4 - graded Likert scale. The tool allows to assess the global level of school burnout (SSBS) and its 7 dimensions: LIS - Loss of Interest in School, BDS - Burnout Due to Studying, BDF - Burnout Due to Parents, BDH - Burnout Due to Doing Homework, BTT - Being Bored and Tired of Teacher Attitudes, NRF - Need to Rest and Have Fun, ISS - Incompetence in School. The higher the score, the lower the level of school burnout. In addition, the research used a Personal Questionnaire to collect basic information about the students being examined, ie gender, age, subjective assessment of school environment perception by Polish and American students. The research was carried out in the first half of 2018. A total of 120 students - 16-17-year-old students participated in the study, including 60 from Polish high schools and 60 from high school in America; 62 girls and 58 boys. The research allowed to determine the differences in the level of burnout of students depending on the sex and the quality of peer and family relationships. Of particular importance were big classes, lack of individualization of education, lack of ability to organize time devoted to learning at home and others. Searching for answers to the above research question in the context of pupils' school burnout is socially relevant. It concerns students who are in their important stage of mental development and personality formation. Therefore, establishing relationships and dependencies between the level of school burnout and the perception of the school environment made it possible to formulate application forms for therapeutic activities.
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References16
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