The DOI matches its Crossref record; 93 of the 93 references it cites were found in a registry or an index; 8 of the 81 sources its claims cite were checked for support.
Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes
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Claims the paper makes
50 No full text of the sources · 20 Own result · 7 Sources not found · 7 No basis given · 5 Own method · 5 Own interpretation · 4 Partly supported · 3 Not checked yet · 2 Supported · 2 Supported so far · accuracy not yet measured
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“Such examination is critical as there is rising evidence that challenges the assumption that some constructs, such as teacher self-efficacy, are antecedents (e.g., Holzberger et al., 2014;Praetorius et al., 2017).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
What the sources say
- Not checked — no full text of the sourcecites Holzberger et al., 2014 source
- Supportedcites Praetorius et al., 2017 source
The Classical Cross-Lagged Panel Approach section reports no significant longitudinal effects of teacher self-efficacy on student-reported teaching quality, challenging the assumption that self-efficacy precedes improvements in teaching quality. The Random Intercepts Cross-Lagged Panel Approach likewise found no significant effects in that direction after accounting for trait-like stability; these findings are specific to the relationships and time intervals studied. Page numbers are unavailable in our copy. (LLM, conf=0.90)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Of four latent profiles, a profile of high burnout and stress and low on coping was associated with worse mathematics achievement than a profile of second lowest on burnout, stress and high on coping (d = 1.03, p < .05).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Partly supportedcites Herman et al. (2018) sourceExperimental — accuracy not yet measured
The Results identify four profiles, including a high-stress, high-burnout, low-coping class and a high-stress, low-burnout, high-coping class. Student Outcomes reports lower math achievement in the former class (M = 93.14 versus 98.00; p < .05). The cited paper’s passages do not report the sentence’s effect size of d = 1.03. (LLM, conf=0.83)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“teacher's personality shows only small associations with teacher burnout (Kim, Jörg, & Klassen, 2019).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Implications for Practice
What the sources say
- Supportedcites Kim, Jörg, & Klassen, 2019 source
The Results (Burnout) report correlations between teacher personality traits and burnout ranging from r = .04 to .21, consistent with small associations. The paper cautions that none were statistically significant and that the analysis included few effect sizes. (LLM, conf=0.88)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“RE was associated with lower performance (β = -.34,p < .01;Model R 2 = .60)[effect sizes reversed]”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Partly supportedcites Wong et al. (2017) sourceExperimental — accuracy not yet measured
The Results (page unavailable) report that teachers’ personal accomplishment was positively associated with students’ IEP outcomes, supporting the claim’s direction when reduced efficacy means lower personal accomplishment. The reported regression result is b = .06, p = .005; the cited β = −.34 and model R² = .60 are not supported by the passages from our copy. (LLM, conf=0.86)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A systematic literature search returned 14 studies including 5,311 teachers and 50,616 of their students.”
- Also stated in: § Teacher and Student Samples · plain
“In the present studies, a total of 5,311 teachers were recruited.They were on average 45.07 years old (range 37.78 -48.59 years), 73.67% female (range 22.00 -96.2%), and had 15.37 years of teaching experience (range 10.38 -22.00 years).A total of 50,616 students were recruited.They were on average 11.14 years old (range 5.90 -18.30years) and 44.00% female (range 16.50 -57.90%).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
- Also stated in: § Teacher and Student Samples · plain
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The findings provided some evidence that teacher burnout is associated with worse academic achievement and lower quality student motivation, but little evidence that it is associated with student wellbeing.”
- Also stated in: § Key Findings · hedged
“In addition, we found some evidence that teacher burnout will affect students beyond their achievement and possibly interfere with student motivationwith small-to-medium associations found with lower quality motivation.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Abstract
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Also stated in: § Key Findings · hedged
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The findings provided some evidence that teacher burnout is associated with worse academic achievement and lower quality student motivation, but little evidence that it is associated with student wellbeing.”
- Also stated in: § Student Outcomes · plain
“The findings show that teacher burnout was associated with worse achievement more often than not (in four of the seven studies), this included associations with lower reading ability, lower mathematics test scores, and less growth in literacy skills over time, this was especially the case for the exhaustion dimension.”
- Also stated in: § Key Findings · hedged
“Perhaps one of the most important findings is that there was some evidence that teacher burnout is associated with worse student academic achievement.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Also stated in: § Student Outcomes · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The findings provided some evidence that teacher burnout is associated with worse academic achievement and lower quality student motivation, but little evidence that it is associated with student wellbeing.”
- Also stated in: § Key Findings · hedged
“The findings of the present review were less clear with respect to whether teacher burnout is associated with student wellbeing.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Also stated in: § Key Findings · hedged
In the paper
“but another showed that it was not associated with levels of basic psychological need satisfaction (Klusmann et al., 2008).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
What the sources say
- Not checked — no full text of the sourcecites Klusmann et al., 2008 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Teachers' student-related burnout was not associated with students' levels of depression, while exhaustion at baseline was associated with lower depression measured at follow-up.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- It may state two separate claims as one. 26
- Probably not a substantial claim. 37
- The quote only partly states this claim. 1
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“Eight studies examined outcomes that are relevant to student performance.Of these studies, seven examined academic achievement (Arens & Morin, 2016;Coman, 2013;Herman et al., 2018;Hoglund et al., 2015;Klusmann et al., 2008;Klusmann et al., 2016;Reyes et al., 2012).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Student Outcomes
What the sources say
- Not checked — no full text of the sourcecites Arens & Morin, 2016 source
- Not matchedcites Coman, 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Supportedcites Herman et al., 2018 source
Herman et al. is cited as one of the studies examining academic achievement, not as the source of the review's count of studies. The Procedures section says it assessed students' reading and math achievement, and the Student Outcomes section reports achievement results. (LLM, conf=0.93)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Lastly, two studies adopted experimental designs.The first randomly assigned teachers (and their classrooms) to a professional development program (”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Study Designs
What the sources say
- Partly supportedcites Herman et al., 2018 sourceExperimental — accuracy not yet measured
The Procedures section says 51 teachers were randomly assigned to the Incredible Years professional-development intervention, and the Participants section identifies a larger randomized classroom-management trial. But this paper analyzed teacher stress and coping profiles using intervention, control, and follow-up teachers; it did not itself test the intervention experimentally. The source also cannot establish the design of the other study mentioned in the claim. (LLM, conf=0.86)
- Not matchedcites Sprick, Garrison, & Howard, 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Herman et al., 2020 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Inter-rater reliability was calculated using Cohen's Kappa (McHugh, 2012).Kappa was .94indicating excellent inter-rater reliability.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Data Extraction
What the sources say
- Supportedcites McHugh, 2012 source
In “Measurement of interrater reliability” (page not specified in the supplied passages), McHugh identifies Cohen’s kappa as a measure for two raters. The interpretation table classifies values above .90 as “almost perfect,” supporting the citing paper’s description of .94 as excellent. The .94 value is the citing study’s own result, not a result attributed to McHugh. (LLM, conf=0.91)
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“The remaining study examined goal attainment (Wong et al., 2017).It showed that reduced efficacy was associated with lower goal attainment, with the overall model explaining a substantial proportion of variance (see Table 1).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Student Outcomes
What the sources say
- Partly supportedcites Wong et al., 2017 sourceExperimental — accuracy not yet measured
The Results (Correlations among Variables; Effects of Burnout and Stress on Student Engagement and IEP Outcomes, page unavailable) link greater teacher personal accomplishment with better student IEP goal outcomes, supporting the reduced-efficacy association. Our copy does not report the proportion of variance explained by that overall model. The 23% figure in Method (Data Collection and Analysis, page unavailable) concerns the COMPASS intervention, not this association. (LLM, conf=0.85)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Partly supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A systematic literature search returned 14 studies including 5,311 teachers and 50,616 of their students.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
None of the sources cited for this claim have been checked yet.
In the paper
“Four of the studies adopted longitudinal designs (Braun et al., 2020;Coman, 2013;Hoglund et al., 2015;Shen et al. 2015).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Study Designs
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Studies were excluded if they did not measure teacher burnout (n = 27), did not measure a student outcome (n = 16), and included insufficient information (n = 6).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Inclusion Criteria
plainn = 27- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one. The quote only partly states this claim.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Four studies examined outcomes that are relevant to student wellbeing.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The findings show that teacher burnout was associated with worse achievement more often than not (in four of the seven studies), this included associations with lower reading ability, lower mathematics test scores, and less growth in literacy skills over time, this was especially the case for the exhaustion dimension.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Student Outcomes
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A total of 50,616 students were recruited.They were on average 11.14 years old (range 5.90 -18.30years) and 44.00% female (range 16.50 -57.90%).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Out of the 14 studies included in the present review, eight studies recruited teachers (and their students) from primary school settings.The remaining six studies recruited teachers (and their students) from secondary school settings.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Overall, the search returned 2,190 studies.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Method Literature Search
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the 14 studies included in the present review, 13 studies adopted Maslach's conceptualization of burnout.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Measures of Burnout
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“These criteria resulted in the final inclusion of 14 studies.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Inclusion Criteria
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“After removing duplicates and screening abstracts for relevance, 63 articles remained.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Method Literature Search
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Four studies used a total score (across all three dimensions).Three studies used all three dimensions.One study used the exhaustion and cynicism dimensions.Four studies used the exhaustion dimension only and one study used the cynicism dimension only.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Measures of Burnout
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Five studies examined outcomes that are relevant to student motivation.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“This consisted of seven studies utilizing the original Maslach Burnout Inventory (Maslach et al., 1986) and six studies utilizing the MBI-Educator Survey (Maslach, Jackson, & Leiter, 1996).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Measures of Burnout
What the sources say
- Not matchedcites Maslach et al., 1986
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Maslach, Jackson, & Leiter, 1996
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“By contrast, one study (Mifont et al., 2008) adopted Kristensen et al.'s (2005) conceptualization of burnout and utilized the Copenhagen Burnout Inventory, and used the student-related burnout dimension only.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Measures of Burnout
What the sources say
- Not matchedcites Mifont et al., 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Kristensen et al.'s (2005) source
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, two studies recruited students with Autism Spectrum Conditions (see Table 1).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In all instances, effects were small-to-medium sized and explained a moderate amount of variance (see again Table 1).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the present studies, a total of 5,311 teachers were recruited.They were on average 45.07 years old (range 37.78 -48.59 years), 73.67% female (range 22.00 -96.2%), and had 15.37 years of teaching experience (range 10.38 -22.00 years).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, as these studies will contain both teacher and student data, the nested structure of data (e.g., students nested in classrooms, time points nested in individuals) should be taken into account, which nine out of 14 studies did in the present review.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Five studies examined outcomes relevant to student social perceptions.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Social.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, one finding that the present review attests to is the differential predictive ability of burnout dimensions.For example, cynicism showed relationships with lower autonomous motivation and exhaustion did not, and also showed larger associations in some instances.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“For example, there was little evidence to suggest an association between teacher burnout and students' depressive symptoms, emotional distress, or attempted suicide.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Key Findings
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
In the paper
“The other study showed that teachers' student-related burnout was not associated with attempted suicide in the preceding 12 months or displayed risk behaviors (e.g., alcohol, violence, sexual health; Denny et al., 2011).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
What the sources say
- Not checked — no full text of the sourcecites Denny et al., 2011 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“In the studies reviewed here, there was some evidence that not only were students astute at recognizing burnout symptoms and affective experiences in their teachers (Evers, Tomic, and Brouwers, 2004), but that teacher burnout was associated with physiological markers of stress in the students they teach (i.e., cortisol; Oberle et al., 2016).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Key Findings
What the sources say
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
In the paper
“More specifically, when teachers struggle with their wellbeing, including when they experience burnout symptoms, they are more likely to have adversarial relations with their students, become annoyed when students do not follow instruction, and to have negative views of their students (Grayson & Alvarez, 2009).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout and Students
What the sources say
- Not matchedcites Grayson & Alvarez, 2009
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“This is via a contagion effect, whereby burnout passes from teachers to their students (Bakker & Schaufeli, 2000).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout and Students
What the sources say
- Not checked — no full text of the sourcecites Bakker & Schaufeli, 2000 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“In fact, teaching is considered one of the most stressful professions (Kyriacou, 2001).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout
What the sources say
- Not checked — no full text of the sourcecites Kyriacou, 2001 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Burnout can manifest in many occupations but is particularly prevalent among teachers (Iancu, Rusu, Măroiu, Păcurar, & Maricuțoiu, 2018).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout
What the sources say
- Not checked — no full text of the sourcecites Iancu, Rusu, Măroiu, Păcurar, & Maricuțoiu, 2018 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Burnout is associated with numerous negative experiences and outcomes for teachers.This includes changes in mood and wellbeing as illustrated by increased irritability and symptoms of mental ill-health (Capone, Joshanloo, & Park, 2019;Hakanen, Bakker, & Schaufeli, 2006).Burnout also affects how likely a teacher is to stay in their job (Billingsley & Bettini, 2019).This is because it can result in”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout
What the sources say
- Not checked — no full text of the sourcecites Brouwers & Tomic, 2000 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Maslach and Leiter (1999) proposed that teacher burnout, and especially emotional exhaustion and cynicism, will lead to less involvement and effort in lesson planning and less favorable social behavior towards students.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout and Students
What the sources say
- Not checked — no full text of the sourcecites Maslach and Leiter (1999) source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“First, an extensive computerized literature search was conducted using the following common databases in psychology and education: PsycINFO, PsychARTICLES, MEDLINE, Education Abstracts, Educational Administration Abstracts, and ProQuest Dissertations (see also Mérida-López & Extremera, 2017).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Method Literature Search
What the sources say
- Not checked — no full text of the sourcecites Mérida-López & Extremera, 2017 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
In the paper
“For example, there is evidence that teacher burnout has no effect on academic achievement (Reyes et al., 2012)”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout and Students
What the sources say
- Not checked — no full text of the sourcecites Reyes et al., 2012 source
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The few disagreements were resolved via a consensus among authors with reference to the original material.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Data Extraction
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The following search terms were used:”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Method Literature Search
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Studies were included in the systematic review if they: (a) measured teacher burnout (b) measured academic achievement or a student-reported outcome; (c) were published in English; (d) were a published journal article, thesis/dissertation, or conference presentation; and (e) included a sample that was unique (e.g., not included in more than one study).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Inclusion Criteria
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
In the paper
“and evidence that it inhibits achievement (Klusmann et al., 2016).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout and Students
What the sources say
- Not checked — no full text of the sourcecites Klusmann et al., 2016 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Both authors extracted all data.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Data Extraction
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The search was conducted in June 2020.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Method Literature Search
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
In the paper
“This is because theoretical models, such as that provided by Schleicher (2018), do not specify the nature of the direction other than it is reciprocal.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
What the sources say
- Not checked — no full text of the sourcecites Schleicher (2018) source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Like research in other domains and other reviews on teacher burnout, emotional exhaustion was the focus of many studies in this review (e.g., Mérida-López & Extremera, 2017).This is reasonable given that emotional exhaustion shows the strongest relationships with various outcomes of the three dimensions.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
What the sources say
- Not checked — no full text of the sourcecites Mérida-López & Extremera, 2017 source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the findings suggest that teacher burnout has the potential to inhibit students' achievement and motivation.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“For example, a study using longitudinal data from teacher burnout and teacher self-efficacy found that teacher burnout predicted self-efficacy but not the other way around (Kim & Burić, in press).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
What the sources say
- Not matchedcites Kim & Burić, in press
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“EE showed a nonsignificant negative association with achievement (r = -.07,p > .05)and basic need satisfaction (r = -.10,p > .05).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Not checked — no full text of the sourcecites Klusmann et al. (2008) source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Total burnout showed no association with nor its growth in, respectively, positive outlook (β = -.07,b = -0.02,p > .05),emotional distress (b = .09;b = 0.02, p > .05),nor prosocial behavior (b = -.03;b = 0.00, p > .05).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Not checked — no full text of the sourcecites Braun et al. (2020) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“the numerous effects that teacher burnout has on teachers themselves (e.g., Billingsley & Bettini, 2019).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Implications for Practice
What the sources say
- Not checked — no full text of the sourcecites Billingsley & Bettini, 2019 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“offering more autonomy support (e.g., acknowledging teacher perspectives), social support, and positive feedback can help buffer burnout (Awa, Plaumann, & Walter, 2010).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Implications for Practice
What the sources say
- Not checked — no full text of the sourcecites Awa, Plaumann, & Walter, 2010 source
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“For students instructed by teachers with high (vs low) levels of burnout, aggregated externalizing behaviors was associated with greater increase in engagement (ES = .01)and literacy skills (ES = .03).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Not checked — no full text of the sourcecites Hoglund et al. (2015) source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“we suggest primary prevention as a more effective and cheaper strategy than secondary interventions (e.g., WHO, 2018).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Implications for Practice
What the sources say
- Not matchedcites WHO, 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“preventing and reducing teacher burnout is likely to be relevant to providing students with quality educational instruction and support.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“C showed no associations with grades (γ = -1.06,p > .05)or engagement (γ = 0.08, p > .05).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Not checked — no full text of the sourcecites Reyes et al. (2012) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper relies on this without support.
The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
“In the 14 studies included in the present review, 13 studies adopted Maslach's conceptualization of burnout.”
The paper relies on this without support.
The search strategy and inclusion criteria identified all relevant studies on the topic.
“First, an extensive computerized literature search was conducted using the following common databases in psychology and education: PsycINFO, PsychARTICLES, MEDLINE, Education Abstracts, Educational Administration Abstracts, and ProQuest Dissertations (see also Mérida-López & Extremera, 2017).”
The paper relies on this without support.
The systematic review is the first to examine the association between teacher burnout and academic achievement and student-reported outcomes.
“We have provided the first systematic review of research examining the association teacher burnout has with academic achievement and student-reported outcomes.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
“They were on average 45.07 years old (range 37.78 -48.59 years)”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
“Evers et al. (2004) 41 (Mage = 49.07 years [SD = 6.21], 22.0% female, Mexp = 22.00 years [SD = 7.80])”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
“73.67% female (range 22.00 -96.2%)”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
“6.22], 98.6% female)”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
“They were on average 45.07 years old (range 37.78 -48.59 years)”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
“Hoglund et al. (2015) 65 (Mage = 37.38 years [SD = 11.17],96.9% female, Mexp = 11.78 years [SD = 9.53])”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
“They were on average 11.14 years old (range 5.90 -18.30years)”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
“198 (Mage = 47.6 months”
Citations
Cites
Interrater reliability: The kappa statistic
McHugh, M. L. (2012) · Biochemia Medica · doi:10.11613/bm.2012.031 · Cited by 19,877
The measurement of experienced burnout
Maslach, C., & Jackson, S. E. (1981) · Journal of Organizational Behavior · doi:10.1002/job.4030020205 · Cited by 14,496
The measurement of engagement and burnout: a two sample confirmatory factor analytic approach.
Schaufeli, W. B., Salanova, M., González-romá, V., & Bakker, A. B. (2002) · Journal of Happiness Studies · doi:10.1023/a:1015630930326 · Cited by 10,014
(1996) · Consulting Psychologists Press eBooks · Cited by 7,863
Jennings, P. A., & Greenberg, M. T. (2009) · Review of Educational Research · doi:10.3102/0034654308325693 · Cited by 3,686
Richardson, M., Abraham, C., & Bond, R. (2012) · Psychological Bulletin · doi:10.1037/a0026838 · Cited by 3,646
Perceived locus of causality and internalization: Examining reasons for acting in two domains.
Ryan, R. M., & Connell, J. P. (1989) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.57.5.749 · Cited by 3,311
The Copenhagen Burnout Inventory: A new tool for the assessment of burnout
Kristensen, T. S., Borritz, M., Villadsen, E., & Christensen, K. B. (2005) · Work & Stress · doi:10.1080/02678370500297720 · Cited by 3,136
Burnout and work engagement among teachers
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2005.11.001 · Cited by 3,067
Research works printed but not linked: 1
- Maslach, 1986, Vol. 21, 3463
Cited by
Sorted by citations
Kim, L. E., Oxley, L., & Asbury, K. (2021) · British Journal of Educational Psychology · doi:10.1111/bjep.12450 · Cited by 357
Self-citationOn the outcomes of teacher wellbeing: a systematic review of research
Dreer, B. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1205179 · Cited by 328
Teacher burnout and physical health: A systematic review
Madigan, D. J., Kim, L. E., Glandorf, H. L., & Kavanagh, O. V. (2023) · International Journal of Educational Research · doi:10.1016/j.ijer.2023.102173 · Cited by 243
Self-citationThe Relationship Between Teacher Job Stress and Burnout: A Moderated Mediation Model
Zhao, W., Liao, X., Li, Q., Jiang, W., & Ding, W. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.784243 · Cited by 187
K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review
Westphal, A., Kalinowski, E., Hoferichter, C. J., & Vock, M. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.920326 · Cited by 162
“The lack of longitudinal studies is consistent with the review on teacher burnout by Madigan and Kim (2021), who found that only four out of 14 studies—conducted prior to the COVID19 pandemic—applied a longitudinal study design.”
ResultLiu, W. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.713978 · Cited by 136
A multidimensional adapted process model of teaching
Metsäpelto, R., Poikkeus, A., Heikkilä, M., Husu, J., Laine, A., Lappalainen, K., Lähteenmäki, M., Mikkilä‐Erdmann, M., Warinowski, A., Iiskala, T., et al. (2021) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-021-09373-9 · Cited by 162
Interventions to Teacher Well-Being and Burnout A Scoping Review
Avola, P., Soini, T., Jyrkiäinen, A., & Pentikäinen, V. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-09986-2 · Cited by 158
Wang, H., Lee, S. Y., & Hall, N. C. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.102030 · Cited by 108
Jentsch, A., Hoferichter, F., Blömeke, S., König, J., & Kaiser, G. (2022) · Psychology in the Schools · doi:10.1002/pits.22788 · Cited by 138
“As such, stressed teachers seem to support their students less (Tikkanen et al., 2021) which ultimately leads to decreased student motivation and academic performance (Madigan & Kim, 2021).”
BackgroundBerger, E., Reupert, A., Campbell, T. C. H., Morris, Z., Hammer, M., Diamond, Z. M., Hine, R. H., Patrick, P., & Fathers, C. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09690-5 · Cited by 111
Maricutoiu, L. P., Pap, Z., Ștefancu, E., Mladenovici, V., Valache, D., Popescu, B., Ilie, M. D., & Vîrgă, D. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09721-9 · Cited by 93
“However, these reviews are in most part narrative, have a limited scope (i.e., focus only on one aspect of teacher SWB or student outcome; Madigan & Kim, 2021), or focus only on the perspective of students or teachers (Spilt et al., 2011; Zee & Koomen, 2016).”
BackgroundMethodResultInfluentialA Scope Review of the Teacher Well-being Research Between 1968 and 2021
Zhang, L., Chen, J., Li, X., & Zhan, Y. (2023) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00717-1 · Cited by 62
“…result was that mindfulness training could enhance teacher well-being, which then prompted teachers’ mindfulness in teaching Student Outcome Madigan & Kim(2021) The researchers conducted a systematic review on the consequences of teacher well-being (i.e., burnout) on students’ academic…”
Interventions to reduce burnout in students: A systematic review and meta-analysis
Madigan, D. J., Kim, L. E., & Glandorf, H. L. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00731-3 · Cited by 107
“The latter has even been found to be a function of other peoples’ burnout (e.g., teacher burnout leading to worse student performance; Madigan & Kim, 2021b).”
Self-citationTeacher well-being and student achievement: A multilevel analysis
Granziera, H., Martin, A. J., & Collie, R. J. (2023) · Social Psychology of Education · doi:10.1007/s11218-022-09751-1 · Cited by 80
“Teachers who are emotionally exhausted may lack the psychological and physical resources to address students’ academic needs by way of their lesson preparation, classroom practices, and interpersonal interactions (Frenzel et al., 2021; Madigan & Kim, 2021).”
BackgroundInfluentialRETRACTED: The impact of generative AI on essay revisions and student engagement
Lo, N., Wong, A., & Chan, S. (2025) · Computers and Education Open · doi:10.1016/j.caeo.2025.100249 · Cited by 85
RetractedEnglish as a Foreign Language Teachers’ Work Engagement, Burnout, and Their Professional Identity
Xing, Z. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.916079 · Cited by 54
“For example, Madigan and Kim (2021) have demonstrated that teacher burnout is significantly correlated with poorer educational success and less motivation.”
BackgroundChan, S. T. S., Lo, N. P. K., & Wong, A. M. H. (2024) · Contemporary Educational Technology · doi:10.30935/cedtech/15607 · Cited by 56
Oberg, G., Carroll, A., & MacMahon, S. J. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1128618 · Cited by 93
“While the impact of teacher burnout on students is an understudied area, a systematic review of studies into teacher burnout and the impact on students did in fact find a relationship between teacher levels of burnout and low levels of student academic achievement as well as poorer student motivation (Madigan and Kim,…”
BackgroundPöysä, S., Pakarinen, E., & Lerkkanen, M. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.699785 · Cited by 51
Xie, S., Wu, D., & Li, H. (2022) · Sustainability · doi:10.3390/su14042205 · Cited by 63
“For example, Madigan and Kim [25] conducted a systematic review exploring the consequences of teacher burnout for students.”
BackgroundCui, L. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.896813 · Cited by 79
Zou, L., Xie, Z., Tan, M., Ou, Q., & Liao, M. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05995-x · Cited by 61
“Furthermore, a systematic review by Madigan and Kim [28], encompassing 14 studies involving 5,311 teachers and 50,616 students, found that teacher burnout is associated with lower academic achievement and reduced student motivation.”
BackgroundHolmström, A., Tuominen, H., Laasanen, M., & Veermans, M. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104251 · Cited by 72
Cece, V., Guillet‐Descas, E., & Lentillon‐Kaestner, V. (2021) · Psychology in the Schools · doi:10.1002/pits.22633 · Cited by 41
Towers, E., Gewirtz, S., Maguire, M., et al. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103778 · Cited by 41
Teachers’ Burnout – The Role of Social Support, Gratitude, Hope, Entitlement and Loneliness
Einav, M., Confino, D., Geva, N., & Margalit, M. (2024) · International Journal of Applied Positive Psychology · doi:10.1007/s41042-024-00154-5 · Cited by 70
“Many studies deal with the factors that exacerbate this phenomenon or provide strategies to address it (Madigan and Kim, 2021; Park and Shin, 2020).”
Predictors and outcomes of teachers’ burnout trajectories over a seven-year period
Gillet, N., Morin, A. J. S., Sandrin, É., & Fernet, C. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103781 · Cited by 55
Parkes, K. A., Russell, J. A., Bauer, W. I., & Miksza, P. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.701189 · Cited by 48
Hutchison, S. M., Watts, A. W., Gadermann, A., Oberle, E., Oberlander, T. F., Lavoie, P. M., & Mâsse, L. C. (2022) · Journal of Affective Disorders Reports · doi:10.1016/j.jadr.2022.100335 · Cited by 38
“This is consistent with previous research which has shown higher anxiety levels among women (McLean et al., 2011) and younger individuals (Glowacz & Schmits, 2020; Hawes et al., 2021).”
Allam, Z., Asad, M., Ali, N., & Malik, A. (2022) · International Conference on Decision Aid Sciences and Applications (DASA) · doi:10.1109/dasa54658.2022.9765200 · Cited by 41
Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices
Wiltshire, C. A. (2023) · Early Childhood Education Journal · doi:10.1007/s10643-023-01468-w · Cited by 52
“…of these relationships is consistently demonstrated as critical; their disruption potentially having downstream, cascading effects on child outcomes in academic (Johnson et al., 2020; Madigan & Kim, 2021) and socioemotional (Mortensen & Barnett, 2015; Valiente et al., 2020) domains of development.”
The Cult of the Child: A Critical Examination of Its Consequences on Parents, Teachers and Children
Dupont, S., Mikolajczak, M., & Roskam, I. (2022) · Social Sciences · doi:10.3390/socsci11030141 · Cited by 36
“This is especially worrying as teachers’ burnout has been associated with absenteeism, difficulty in performing job duties, health problems (Chang 2009), and ultimately lower student performance (Madigan and Kim 2021).”
BackgroundSong, Y. (2024) · BMC Psychology · doi:10.1186/s40359-024-02303-6 · Cited by 66
The Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysis
Göktaş, E., & Kaya, M. (2023) · Participatory Educational Research · doi:10.17275/per.23.15.10.1 · Cited by 36
Chan, S., Lo, N., & Wong, A. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2440182 · Cited by 46
“However, providing feedback is a time-consuming process for teachers and marking is often cited as a source of teacher workload and stress (Hahn et al., 2021), with low-quality feedback also being a common complaint among university students (Madigan & Kim, 2021).”
RetractedCrossover of burnout in the classroom – Is teacher exhaustion transmitted to students?
Tikkanen, L., Pyhältö, K., Soini, T., & Pietarinen, J. (2021) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2021.1942343 · Cited by 60
“Therefore, teachers’ occupational well-being is crucial from the viewpoint of student learning and well-being (see also metaanalysis by Madigan & Kim, 2021), and thus, it needs to be supported.”
BackgroundUnderstanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors
Doyle, N. B., Downer, J. T., & Rimm‐Kaufman, S. E. (2024) · School Mental Health · doi:10.1007/s12310-023-09624-8 · Cited by 33
“…correlated with contextual factors (e.g., teacher burnout, years of experience, class size) that are important for teaching practices (Ansari et al., 2022; Blatchford et al., 2011), teacher mental health (Capone & Petrillo, 2020), and student outcomes (Madigan & Kim, 2021; McLean & Connor, 2015).”
Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout
Chen, S.-Y. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1157324 · Cited by 41
“, 2019; Capone and Petrillo, 2020), but also on learners’ achievement (Madigan and Kim, 2021b), and motivation (Zhang and Sapp, 2008; Shen et al.”
BackgroundThe emotional journey of the beginning teacher: Phases and coping strategies
Lindqvist, H., Weurlander, M., Wernerson, A. M., & Thornberg, R. (2022) · Research Papers in Education · doi:10.1080/02671522.2022.2065518 · Cited by 42
“Teacher stress has been found to be associated with teacher burnout (Garciá et al., 2019), which, in turn, has a negative impact on the academic motivation and achievement of their pupils (Madigan and Kim 2021a), and increases the risk of teacher attrition (Magidan & Kim, 2021b).”
BackgroundZeng, J. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e15806 · Cited by 32
Burned-Out: Middle School Teachers After One Year of Online Remote Teaching During COVID-19
Gutentag, T., & Asterhan, C. S. C. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.802520 · Cited by 36
Sadoughi, M., Hejazi, S. Y., & Khajavy, G. H. (2024) · Language Teaching Research · doi:10.1177/13621688241238350 · Cited by 37
“Burnout is among the undesirable factors that may seriously affect teachers’ professional life to the extent that they may decide to quit their job (Madigan & Kim, 2021; Maslach, 2015).”
JONGE, J. D., & Huter, F. F. (2021) · The Journal of Psychology · doi:10.1080/00223980.2021.1924603 · Cited by 42
“In future research, it would be important to study whether staff burnout is associated with student burnout (cf. Madigan & Kim, 2021).”
BackgroundEsteban, L. P., & Herrador-Alcaide, T. C. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph181910339 · Cited by 30
The Effect of EFL Teacher Apprehension and Teacher Burnout on Learners’ Academic Achievement
Wang, Z. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.839452 · Cited by 42
“In a study, Madigan and Kim (2020) found out that teacher burnout is significantly correlated with poorer educational success and less motivation.”
BackgroundMore is less: homeroom teachers’ administrative duties and students’ achievements in China
Chen, B., & Zhao, C. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103857 · Cited by 30
Teachers’ Emotional Exhaustion and Teaching Enthusiasm Before Versus During the COVID-19 Pandemic
Voss, T., Klusmann, U., Bönke, N., Richter, D., & Kunter, M. (2023) · Zeitschrift für Psychologie · doi:10.1027/2151-2604/a000520 · Cited by 36
Stosic, M. D., Blanch‐Hartigan, D., Aleksanyan, T., Duenas, J., & Ruben, M. A. (2021) · The Journal of Social Psychology · doi:10.1080/00224545.2021.1991259 · Cited by 36
“In addition, students of more burned-out teachers report feeling less supported, become less autonomously motivated (Shen et al., 2015), and are hindered in their academic achievements (e.g., performing worse on exams, tests, and receiving lower cumulative grades; Madigan & Kim, 2021).”
BackgroundÁlamos, P., Corbin, C. M., Klotz, M., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2022) · Journal of School Psychology · doi:10.1016/j.jsp.2022.09.001 · Cited by 40
Mérida‐López, S., Quintana‐Orts, C., Hintsa, T., & Extremera, N. (2022) · Revista de Psicodidáctica (English ed ) · doi:10.1016/j.psicoe.2022.02.001 · Cited by 47
Secondary trauma, burnout, and teacher self‐care during COVID19: A mixed‐methods case study
McMakin, D., Ballin, A., & Fullerton, D. (2022) · Psychology in the Schools · doi:10.1002/pits.22764 · Cited by 30
“Similarly, in their systematic review, Madigan and Kim (2021) found evidence that teacher burnout was associated with lowered student achievement and motivation (Kim & Burić, 2020).”
BackgroundThe Impact of Teacher Evaluation on Professional Development and Student Achievement
Alwaely, S. A., El-Zeiny, M. E., Alqudah, H., Alamarnih, E. F. M., Salman, O. K. I., Halim, M., & Khasawneh, M. A. S. (2023) · Revista de Gestão Social e Ambiental · doi:10.24857/rgsa.v17n7-022 · Cited by 29
Chan, S., Lo, N., & Wong, A. (2024) · rEFLections · doi:10.61508/refl.v31i3.277514 · Cited by 29
“At the same time, university students commonly report dissatisfaction with the quality of feedback they receive (Madigan & Kim, 2021).”
Chang, T.-J., & Sung, Y. (2024) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00803-4 · Cited by 45
“Furthermore, they exhibit a higher level of job commitment and are more inclined to continue working in the field of teaching (Blömeke et al., 2017; Madigan & Kim, 2021).”
Hu, Y., He, G., & Wang, W. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104230 · Cited by 34
Zhao, X., & Wang, Y. (2024) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2024.2391377 · Cited by 26
“Moreover, teachers’ mental health, professional success, professional behaviors, satisfaction, teaching enthusiasm, and motivation are directly influenced by their perceived emotional exhaustion in their job (Klusmann et al., 2022; Madigan & Kim, 2021; Schulze-Hagenest et al., 2023).”
Corbett, L., Bauman, A. E., Peralta, L. R., Okely, A. D., & Phongsavan, P. (2021) · Health Education Journal · doi:10.1177/00178969211062701 · Cited by 30
“In addition, teacher burnout is associated with reduced quality of teaching, poorer classroom instruction, worse student behaviour and lower student academic achievement (Madigan and Kim, 2021; Wolf et al., 2015).”
BackgroundCollective Teacher Self-Efficacy and Burnout: The Mediator Role of Job Satisfaction
Yurt, E. (2022) · International Journal of Modern Education Studies · doi:10.51383/ijonmes.2022.168 · Cited by 33
“The perception of burnout in teachers was found to be associated with low academic achievement and a lack of motivation in students (Madigan & Kim, 2021).”
BackgroundMessineo, L., & Tosto, C. (2022) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00661-6 · Cited by 26
“Moreover, a systematic review showed that teacher burnout is related not only to lower academic achievement, but also to lower quality motivation (Madigan & Kim, 2021).”
BackgroundHarrison, M. G., Wang, Y., Cheng, A. S., Tam, C. K. Y., Pan, Y.-L., & King, R. B. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104819 · Cited by 48
Cece, V., Martinent, G., Guillet‐Descas, E., & Lentillon‐Kaestner, V. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19116674 · Cited by 37
“Moreover, burnout has been associated with low levels of student academic achievement and poorer student motivation [15].”
BackgroundSuyitno, S., Kamin, Y., Jatmoko, D., et al. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.865064 · Cited by 23
Pap, Z., Maricutoiu, L. P., Vîrgă, D., Ilie, M. D., Mladenovici, V., Popescu, B., & Valache, D. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09768-0 · Cited by 25
“Teachers’ SWB has become an important point of investigation in understanding students’ well-being, as emphasised by a recent systematic literature review by Madigan and Kim (2021), who reported relationships between teachers’ burnout is related to students’ SWB.”
BackgroundEngaged teachers and well-being: the mediating role of burnout dimensions
Angelini, G., Mamprin, C., Borrelli, I., Santoro, P. E., Gualano, M. R., Moscato, U., & Fiorilli, C. (2024) · Health Psychology and Behavioral Medicine · doi:10.1080/21642850.2024.2404507 · Cited by 36
“High burnout levels can negatively affect job performance, increasing the risk of absenteeism and turnover (Laybourn et al., 2019; Madigan & Kim, 2021).”
Tikkanen, L., Haverinen, K., Pyhältö, K., Pietarinen, J., & Soini, T. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.858896 · Cited by 39
“In addition, as teacher burnout has been shown to have negative consequences for pupils’ learning and wellbeing (Madigan and Kim, 2021), in future studies, it is important to investigate if the differences between schools in teacher burnout contribute to differences in pupils’ learning and wellbeing.”
BackgroundInfluentialFleming, C. M., Calvert, H. G., & Turner, L. R. (2023) · School Mental Health · doi:10.1007/s12310-023-09594-x · Cited by 34
Well-Being and Mental Health in Teachers: The Life Impact of COVID-19
Flores, J., Caqueo‐Urízar, A., Escobar, M., & Irarrázaval, M. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph192215371 · Cited by 33
EFL Teachers’ Classroom Management Orientation, Self-Efficacy, Burnout, and Students’ L2 Achievement
Mahmoodi, M. H., Hosseiniyar, S., & Samoudi, N. (2022) · PROFILE Issues in Teachers Professional Development · doi:10.15446/profile.v24n1.91153 · Cited by 20
“That is, as reported by Madigan and Kim (2021), in a systematic review of the related literature, teachers who suffer from high levels of burnout may not be able to create an appropriate teaching/learning context to help students be successful in standardized achievement tests.”
BackgroundA meta-analysis of teacher well-being: A job demands and resources perspective
Li, Y., Chen, J., Lu, J., & Wang, X. (2025) · Educational Research Review · doi:10.1016/j.edurev.2025.100719 · Cited by 19
Song, Y., Zhao, W., Wang, X., & Li, J. (2023) · Psychology in the Schools · doi:10.1002/pits.23052 · Cited by 22
Dabrowski, A., Hsien, M., Zant, T. V. D., & Ahmed, S. K. (2025) · Frontiers in Education · doi:10.3389/feduc.2024.1505077 · Cited by 31
“…as stress, burnout, diversity of student needs in the face of a lack of structural support and the multiplicity of roles that teachers play in classrooms and beyond, contribute to poorer levels of teacher mental health and higher levels of teacher attrition (Farmer, 2020; Madigan and Kim, 2021).”
Messineo, L., & Tosto, C. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1330789 · Cited by 19
“Moreover, research has shown that teachers’ stress can negatively affect students’ academic achievement and quality of motivation (Shen et al., 2015; Klusmann et al., 2016; Madigan and Kim, 2021).”
BackgroundLi, Y., Ni, X., Zhang, W., Wang, J., Chengfu, Y., & Zou, H. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1438933 · Cited by 20
Nicuță, E. G., Diaconu‐Gherasim, L. R., & Constantin, T. (2022) · Current Psychology · doi:10.1007/s12144-022-04086-8 · Cited by 27
“…and anxiety (e.g., Burić et al., 2019; Méndez et al., 2020; Shin et al., 2013), self-reported physical symptoms (e.g., Baka, 2015; Vargas Rubilar & Oros, 2021), intention to quit (Madigan & Kim, 2021b), as well as sickness absence from work (e.g., Salvagioni et al., 2022), just to name a few.”
BackgroundStraddling burnout and resilience: a Q methodology study among high school EFL teachers
Ding, X., Liu, Y., & Peng, J. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2193171 · Cited by 21
“In addition, since turnover intention is a common consequence of teacher burnout (Madigan and Kim 2021) and organisational climate is another important factor affecting teachers (Demir Polat and İskender 2018), items concerning turnover intention, organisational climate, and work satisfaction from…”
Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia
Oberg, G., MacMahon, S. J., & Carroll, A. (2024) · The Australian Educational Researcher · doi:10.1007/s13384-024-00755-8 · Cited by 27
Mérida‐López, S., Quintana‐Orts, C., Hintsa, T., & Extremera, N. (2022) · Revista de Psicodidáctica · doi:10.1016/j.psicod.2022.02.001 · Cited by 38
Corbett, L., Phongsavan, P., Peralta, L. R., & Bauman, A. E. (2021) · Australian Journal of Education · doi:10.1177/00049441211003429 · Cited by 15
“Therefore, work-related stress in teachers poses challenges for education system stability may cause disruption to student learning (Madigan & Kim, 2021) and may affect the health and wellbeing of teachers themselves.”
BackgroundPaliliunas, D., Burke, R. V., Taylor, S., Frizell, C. B., Durbin, K. K., & Hutchings, D. L. (2022) · Behavior Analysis in Practice · doi:10.1007/s40617-022-00707-7 · Cited by 17
“In addition, a systematic review of the literature regarding the consequences of educator burnout on students found that educator burnout is related to poorer academic achievement and lower quality of motivation for students (Madigan & Kim, 2021).”
BackgroundZainullah, Z., Mahfud, M., & Riniati, W. O. (2023) · The Eastasouth Journal of Learning and Educations · doi:10.58812/esle.v1i02.111 · Cited by 15
“In a diverse context like West Java, where cultural norms and values vary, teachers who embrace and respect cultural diversity can improve their relationships with students, creating a more inclusive and accepting classroom atmosphere, this study supports previous research that has addressed such [22], [27]– [32].”
ResultEmotion regulation skills as a mediator of STEM teachers’ stress, well-being, and burnout
Farhi, M., & Rubinsten, O. (2024) · Scientific Reports · doi:10.1038/s41598-024-63228-z · Cited by 25
“Reappraisal is an effective ER strategy in the field of education 49,55,65 .”
BackgroundPoulou, M. S., & Garner, P. W. (2024) · Teachers and Teaching · doi:10.1080/13540602.2024.2435080 · Cited by 27
“…with their students, whereas teachers who describe their relationships with students as close tend to report high levels of personal achievement, indicating lower burnout or greater resilience to burnout (Corbin et al., 2019; Harding et al., 2019; Madigan & Kim, 2021; Oberle et al., 2020).”
Metrailer, G., & Clark, K. N. (2022) · Contemporary School Psychology · doi:10.1007/s40688-022-00428-2 · Cited by 18
“For example, findings from Madigan and Kim (2021) suggest that teacher stress is associated with worse academic achievement and lower quality student motivation.”
Sources of Joy in Medical Educators as Described by the PERMA Model
Lagina, M., Grum, C. M., Sandhu, G., & Ruff, A. (2022) · Teaching and Learning in Medicine · doi:10.1080/10401334.2022.2131556 · Cited by 15
“7,8 Further, some researchers have warned of a potential contagion effect between teachers experiencing burnout and their students, who may be particularly susceptible to transference of emotions, which would expand exponentially an already prominent issue in medicine and medical education.”
BackgroundJõgi, A., Pakarinen, E., & Lerkkanen, M. (2022) · British Journal of Educational Psychology · doi:10.1111/bjep.12529 · Cited by 25
The stressors affecting teacher burnout in emergency remote teaching context
Emir, G., Saral, N. Ç., Saçan, B. M., & Özmen, K. S. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104313 · Cited by 20
Dawes, M., Sterrett, B. I., Brooks, D. S., Lee, D. L., Hamm, J. V., & Farmer, T. W. (2024) · Journal of Emotional and Behavioral Disorders · doi:10.1177/10634266241235154 · Cited by 21
“A recent systematic review by Madigan and Kim (2021) found evidence that teacher burn-out is associated with student academic achievement and student motivation.”
BackgroundDiagnosing problems, prescribing solutions, and advancing athlete burnout research
Madigan, D. J. (2021) · Society for Transparency, Openness, and Replication in Kinesiology eBooks · doi:10.51224/b1028 · Cited by 15
Self-citationPham, Y. K., Murray, C., & Gau, J. M. (2021) · Psychology in the Schools · doi:10.1002/pits.22617 · Cited by 25
Risk and resilience factors for primary school dropout in Côte d'Ivoire
Wortsman, B., Brice, H., Capani, A., Ball, M., Zinszer, B. D., Tanoh, F., Hermann, A. K. P. E., Ogan, A., Wolf, S., & Jasińska, K. K. (2024) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2024.101654 · Cited by 25
Mental health of Ukrainian researchers during wartime
Tsybuliak, N., Попова, А. С., Lopatina, H., & Suchikova, Y. (2025) · Global Public Health · doi:10.1080/17441692.2025.2495328 · Cited by 21
The mediating role of meaning at work in promoting teacher commitment and reducing burnout
Suyatno, S., Pambudi, D. I., Wantini, W., Abdurrohim, A., & Mardati, A. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.962163 · Cited by 12
“The burnout level is a description of the gradual process of fatigue and the loss of commitment at work (Madigan and Kim, 2021).”
BackgroundInfluentialTäht, K., Mikkor, K., Aaviste, G., & Rozgonjuk, D. (2023) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-023-09587-2 · Cited by 22
“It has also been demonstrated that teachers with higher self-efficacy and job satisfaction are less motivated to resign (Madigan & Kim, 2021; Skaalvik & Skaalvik, 2017).”
Kim, L. E., Owusu, K., & Asbury, K. (2023) · British Educational Research Journal · doi:10.1002/berj.3914 · Cited by 21
Self-citationSupportive Leadership, Teacher Wellness, and School Promotion
Lee, M. H., & Swaner, L. E. (2023) · Journal of Research on Christian Education · doi:10.1080/10656219.2023.2284798 · Cited by 13
“Finally, the presence of a supportive leader may help to mitigate teacher burnout, which was greatly exacerbated by the coronavirus disease 2019 pandemic (Chang, 2009; Kim et al., 2017; Madigan & Kim, 2021; Yorulmaz et al., 2017).”
BackgroundAnton, J. S., & Ryzin, M. J. V. (2024) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2024.100053 · Cited by 13
Rubeis, V. D., Repchuck, R., Halladay, J. E., Cost, K. T., Thabane, L., & Georgiades, K. (2024) · BMC Psychology · doi:10.1186/s40359-024-02071-3 · Cited by 15
“…burnout or well-being and student outcomes found somewhat similar results, where teacher burnout or poor well-being was associated with worse student performance academically and socially, lack of motivation, higher reports of stress, and decreased perception of social support [2, 5, 14, 15, 17].”
ResultIzadpanah, S., & Charmi, M. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.987381 · Cited by 21
Mašková, I. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1062749 · Cited by 12
“, 2018), as well as in professionals with symptoms of burnout (Halbesleben and Rathert, 2008; Madigan and Kim, 2021).”
Background
Metadata
- Authors
- Madigan, D. J., & Kim, L. E.
- Affiliations
- York St John University (GB)
- University of York (GB)
- Corresponding author
- Madigan, Daniel J.
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2021
- Volume
- 105
- Pages
- 101714
- ISSN
- 0883-0355 (ISSN-L)
- OpenAlex
- W3106528397
- Cited by
- 481
- References
- 70
- Citations by year
- 2026: 105 · 2025: 108 · 2024: 96 · 2023: 84 · 2022: 61 · 2021: 27
- FWCI
- 6.89
- Type
- journal article
- Language
- en
- Open access
- green
- orcid.org
- Licence
- Locations
- International Journal of Educational Research (publishedVersion)
- Research at York St John (York St John University) (acceptedVersion)
- White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (acceptedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Occupational Health and Burnout
- Social Sciences › Education › Teacher Professional Development and Motivation
- Keywords
- teacher burnout, academic performance, student motivation, student well-being, teacher well-being, student outcomes
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