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
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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.
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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
Items 201–300 of 472
Impact of classroom management on student performance in secondary schools
Khuntia, U., & Sahoo, P. K. (2025) · Journal of Education, Social & Communication Studies. · doi:10.71028/jescs.v2i3.134 · Cited by 9
“…attention has been given to student-focused outcomes, recent reviews caution that teacher burnout — an often overlooked issue — can undermine student academic performance and classroom experience, revealing a critical feedback loop between teacher stress and student outcomes (Madigan & Kim, 2021).”
Yu, D., Yue, W., Hao, S., Li, D., & Wu, Q. (2025) · Behavioral Sciences · doi:10.3390/bs15101412 · Cited by 4
“Teacher occupational well-being (TWB) is a critical issue for both society and schools (Hascher & Waber, 2021), as it plays an essential role in enhancing teachers’ professional competence and supporting learner development (Madigan & Kim, 2021; Kwon et al., 2021; Zhang et al., 2024).”
Assessment of Academic Burnout among University Students in Poland
Ober, J., Kochmańska, A., & Sitinjak, C. (2025) · SAGE Open · doi:10.1177/21582440251387802 · Cited by 7
“Academic burnout is manifested by mental and physical exhaustion (Go´mez et al., 2024), lack of motivation (Madigan & Kim, 2021; Prendergast et al., 2024) to face any challenge near and far, deterioration of academic performance (Ferriby & Schaefer, 2022; Park et al., 2021), low self-esteem…”
Baelen, R. N., Lovett, J. M., Bourke, K. T., Galloway, C., Parker, A., Baghdady, A., & Schonert-Reichl, K. A. (2026) · Review of Educational Research · doi:10.3102/00346543251413248 · Cited by 4
Toprak, E., Durmuşçelebi, M., & Orman, P. (2022) · Pamukkale University Journal of Education · doi:10.9779/pauefd.1142792 · Cited by 3
Teacher experience and students' mental well-being.
Shin, Y. (2023) · Journal des adolescens · doi:10.1002/jad.12211 · Cited by 3
Occupational well-being among health and social care educators: Structural equation modelling
Kähkönen, O., Vauhkonen, A., Pasanen, M., & Saaranen, T. K. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e30570 · Cited by 4
Corbett, L., Buskirk, J. V., Phongsavan, P., et al. (2024) · Journal of School Health · doi:10.1111/josh.13495 · Cited by 3
Darmawati, B., Winahyu, S. K., Lubis, R. H., Herianah, H., Nurhuda, P., & Purba, A. (2024) · International Journal of Language Education · doi:10.26858/ijole.v8i2.65002 · Cited by 3
“By seeing the students’ needs, teachers prepare and plan their well material of what they want to teach (Madigan & Kim, 2021).”
Elzie, X., & Downer, J. T. (2024) · Early Education and Development · doi:10.1080/10409289.2024.2436827 · Cited by 3
“…that teachers’ emotional exhaustion adversely influences children academically, social-emotionally, and behaviorally (Jeon et al., 2019; Madigan & Kim, 2021), we found that classroom-level child disruptive behavior at the end of the academic school year increased as teachers reported…”
Psychometric Properties of Maslach Burnout Inventory – Educators Survey (MBI-ES)
de Lemos, A. R., Piedade, F., Ferreira, T., Guedes, C., Alves, D. R. P., Grande, C., Leal, T., Cadima, J., Vatou, A., Evangelou, M., et al. (2025) · European Journal of Psychological Assessment · doi:10.1027/1015-5759/a000899 · Cited by 3
Prevalence of burnout syndrome in the Portuguese Army
Matias, M., & Rosa, P. J. (2025) · Military Psychology · doi:10.1080/08995605.2025.2521950 · Cited by 3
“…across various communities, including healthcare providers (Chemali et al., 2019; Dubale et al., 2019), teachers (Kariou et al., 2021), students (Madigan & Kim, 2021), law enforcement personnel (McCarty et al., 2019; Russell et al., 2014), and military personnel (Adler et al., 2017; Hosseini et…”
Teacher well-being and burnout in English Language Teaching (ELT)
Hossain, K. I. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.101856 · Cited by 6
La sobrecarga administrativa y su efecto en la práctica docente de Educación General Básica
Lucero, E. M. Y., Pin, J. L. P., Caicedo, L., & Navarrete, A. E. Z. (2025) · Boletín Científico Ideas y Voces · doi:10.60100/bciv.v5i3.237 · Cited by 8
Schmitt, H.-T. (2021) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000333 · Cited by 4
Freire, C., Ferradás, M. D. M., Bértoa, A. G., Núñez, J. C., & Valle, A. (2022) · Revista de Psicodidáctica (English ed ) · doi:10.1016/j.psicoe.2022.07.002 · Cited by 5
Flanagan, R. F., Muftah, M., Perencevich, M. L., et al. (2022) · Digestive Diseases and Sciences · doi:10.1007/s10620-022-07763-7 · Cited by 3
“Faculty burnout may also negatively impact trainee education, as teacher burnout is associated with lower academic achievement and student motivation [15].”
BackgroundThe Relationship between Perceived Autonomy and Work Burnout amongst EFL Teachers
Alamoudi, K. A. (2023) · International Journal of Research in Education and Science · doi:10.46328/ijres.3053 · Cited by 3
Teaching Styles and Self-Efficacy as Burnout Predictors among Teachers in Arab Schools in Israel
Amasha, M., & Assadi, N. (2024) · International Journal of Instruction · doi:10.29333/iji.2024.17210a · Cited by 5
Gazadinda, R., Yudhistira, S., & Medellu, G. I. R. (2024) · AIP conference proceedings · doi:10.1063/5.0210078 · Cited by 3
Molchanova, L. N., Kuznetsova, A. A., Каsуаnova, K. V., et al. (2024) · Perspectives of science and education · doi:10.32744/pse.2024.3.34 · Cited by 3
Melguizo-Ibáñez, E., Caracuel-Cáliz, R. F., Alonso-Vargas, J. M., & Puertas-Molero, P. (2024) · Retos · doi:10.47197/retos.v59.105834 · Cited by 5
Early Educators and COVID-19: Reflections on Well-Being
Blanchard, S. B., Yeh, C. J., Busio, D. S., Mann, L., & Bruhn, A. (2024) · Early Childhood Education Journal · doi:10.1007/s10643-024-01716-7 · Cited by 4
Romano, L. E., Colaianne, B. A., & Baelen, R. N. (2025) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2025.100092 · Cited by 3
Wartenberg, G., Aldrup, K., Grund, S., & Klusmann, U. (2026) · Review of Educational Research · doi:10.3102/00346543261455273 · Cited by 2
Burnout Among Basic Sciences Faculty; A Mixed Method Research
Ayub, A., Choudry, Z. A., Ehsan, S., Farooq, H. U., & Tahir, M. M. (2022) · Pakistan Armed Forces Medical Journal · doi:10.51253/pafmj.v72i4.7888 · Cited by 3
Teacher Burnout and Student Learning in Secondary Education in Kalundborg, Denmark
Vallejo, M. P., Madigan, P. J., & Lavian, S. B. (2023) · Journal of Education · doi:10.53819/81018102t5260 · Cited by 2
Granziera, H., Collie, R. J., & Martin, A. J. (2024) · Social Psychology of Education · doi:10.1007/s11218-024-09896-1 · Cited by 2
“The present research considers a teacher’s autonomy-supportive teaching style to be an academic resource to students, as it facilitates students’ capacity for academic growth (Hattie, 2012; Madigan & Kim, 2021)—and by implication, their PB goal setting.”
Prácticas docentes vinculadas al desarrollo de comunidades profesionales de aprendizaje
Sepúlveda, F., & Molina, C. A. (2024) · Revista Colombiana de Educación · doi:10.17227/rce.num91-16959 · Cited by 2
“Al respecto, en los últimos años ha cobrado relevan-cia estudiar las implicancias del síndrome de burnout en los docentes, puesto que se ha identificado como uno de los factores que explicarían el abandono de la profesión (Madigan y Kim, 2021).”
Digamon, J. S., & Prado, N. I. (2024) · Transactions on computer systems and networks · doi:10.1007/978-981-97-4931-7_9 · Cited by 5
Chunyan, H., & Liao, Y. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1351313 · Cited by 7
Levendusky, A., & Crippen, K. J. (2025) · Mindfulness · doi:10.1007/s12671-025-02612-w · Cited by 5
“One of the strongest contributing factors to teacher attrition is burnout (Camacho et al., 2021; Madigan & Kim, 2021)—the overall negative emotional/psychological response to stress endured in an occupational setting (Jackson et al., 1986).”
Tello, M., Boraita, R. J., Ibort, E. G., & Torres, J. M. D. (2025) · BMC Psychology · doi:10.1186/s40359-025-03287-7 · Cited by 2
“Various studies have shown that a decline in wellbeing not only negatively affects teachers’ health, but may also compromise educational quality and institutional engagement [17].”
Kirschning, H., Bernholt, A., Kauper, T., Møller, J., & Zimmermann, F. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105217 · Cited by 9
Wang, H., Cha, Y.-Y., Wen, Y.-Y., & Lim, C. P. (2025) · Review of Educational Research · doi:10.3102/00346543251363570 · Cited by 7
“…students, as it affects how teachers interact with students, the quality of teaching, and ultimately, students’ well-being, learning outcomes, and academic achievement (Braun et al., 2020; Granziera et al., 2023; Madigan & Kim, 2021; Pianta & Hamre, 2009; Schleicher, 2018; Spilt et al., 2011).”
Trocino, M. F., Schettino, G., & Capone, V. (2025) · European Journal of Investigation in Health Psychology and Education · doi:10.3390/ejihpe15110234 · Cited by 5
“Indeed, workers who experience an excessive workload may struggle to maintain a healthy work–life balance and are more likely to experience emotional exhaustion (Madigan & Kim, 2021).”
Caregiver experiences with special education in Massachusetts: Evidence of broken promises?
McKenna, J. W., Burke, M. M., Hsu, H.-Y. M., et al. (2026) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.70084 · Cited by 2
Zieher, A. K., & Armstrong, J. (2022) · Journal of Prevention and Health Promotion · doi:10.1177/26320770221097973 · Cited by 2
“6 Journal of Prevention and Health Promotion 0(0) 514 Journal of Prevention and Health Promotion 3(4) students (Frenzel, 2014; Madigan & Kim, 2021).”
BackgroundDiagnóstico del bienestar psicológico y Burnout en docentes de Educación Superior
Segarra, R., Valiente, J. A. C., Garzón, C. M. V., & Cruz, D. A. (2024) · Revista Ecuatoriana de Psicología · doi:10.33996/repsi.v7i17.109 · Cited by 3
Teaching Workload and Burnout Experiences among the Elementary School Teachers of Talakag-I District
Mapano, L. J. S., & Ubayubay, R. M. (2024) · International Journal of Research Publications · doi:10.47119/ijrp1001441320246137 · Cited by 2
Zheng, Z., Liu, W., & Wang, Y. (2024) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-024-00861-2 · Cited by 6
“Previous research on teacher competence has mainly focused on three areas: professional knowledge, teaching skills, and attitudes (Fauth et al., 2019; Keller et al., 2016; Kleickmann et al., 2016; Madigan & Kim, 2021).”
Keng, S., Pang, N. T. P., Tanin, C., Cheng, Y. H., Wong, A., & Hadi, N. M. B. N. (2024) · Psychology in the Schools · doi:10.1002/pits.23246 · Cited by 2
Costa, S., Glock, S., & Pirchio, S. (2024) · Journal of Educational Cultural and Psychological Studies (ECPS Journal) · doi:10.7358/ecps-2024-029-cost · Cited by 2
Dahmouche, H. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.101477 · Cited by 2
The Role of Feedback in Continuous Improvement in Schools
Neema Amani, U. (2025) · NEWPORT INTERNATIONAL JOURNAL OF CURRENT ISSUES IN ARTS AND MANAGEMENT · doi:10.59298/nijciam/2025/6.1.134140 · Cited by 2
Ruork, A. K., Rizvi, S. L., Mui, A., Nadeem, E., & Shernoff, E. S. (2025) · Psychology in the Schools · doi:10.1002/pits.23571 · Cited by 3
Enhancing Teacher Effectiveness with AI based Prompt Engineering:
Arrington, C., McVey, D., Mativo, J., & Pidaparti, R. M. V. (2025) · Journal of STEM Education Innovations and Research · doi:10.63504/jstem.v26i2.2711 · Cited by 2
Kanwel, A., Rehman, M. H., Shahbaz, M., et al. (2021) · Journal of Social Sciences Advancement · doi:10.52223/jssa21-020302-18 · Cited by 2
“Madigan and Kim (2021) investigated that teachers should evaluate their teaching methodology or teaching techniques through which they will be able to know what’s the actual requirements of the students either they can fulfill the need or demands of the learners.”
BackgroundRatican, S., Miller, K. L., Cripe, M. K., et al. (2022) · Journal of Education Human Resources · doi:10.3138/jehr-2021-0036 · Cited by 2
Ramos, C. J. (2024) · International Journal of English Literature and Social Sciences · doi:10.22161/ijels.92.8 · Cited by 2
“This is evident in the form of negative emotions and a decline in the quality of teaching, which ultimately leads to students feeling confused and unable to grasp the material (Madigan & Kim, 2021).”
BackgroundSaugadi, S., Ali Imron, A. M., Maisyaroh, M., & Burhanuddin, B. (2024) · International Journal of Religion · doi:10.61707/4wesnw44 · Cited by 2
Effect of Burnout Syndrome on work performance in administrative personnel
Palacios, V. A. F., Lara, S. D. A., Lara, M. B. E., Casco, A. D. P. R., Luzuriaga, D. M. L., & Maldonado, C. B. G. (2024) · Salud Ciencia y Tecnología · doi:10.56294/saludcyt20241185 · Cited by 2
Management of web-based learning system at the Durban University of Technology
Khumalo, M. (2023) · doi:10.51415/10321/5301 · Cited by 2
Pandemic prompts more teachers to consider early retirement or new career
Zamarro, G., McGee, J. B., Fuchsman, D., & Camp, A. M. (2021) · doi:10.64628/aai.edkvjwkwf · Cited by 2
The Enemy Within: Work-Related Stress and the Education Crisis
Jayman, M. (2026) · Encyclopedia · doi:10.3390/encyclopedia6010010 · Cited by 6
“Educators play a vital role in supporting their students’ mental health and wellbeing and, inevitably, anxious and stressed staff are less able to provide support, or create a positive learning environment and deliver high quality instruction [16–18].”
Barth, A., Tsemach, S., & Benoliel, P. (2026) · International Journal of Educational Management · doi:10.1108/ijem-05-2025-0331 · Cited by 1
Berkovich, I. (2026) · International Journal of Educational Management · doi:10.1108/ijem-01-2025-0037 · Cited by 2
Resilience and Burnout Syndrome as Perceived by University Faculty in Lambayeque, Peru
Castillo, J. C. A., Ballesteros, M. A. A., Valle, M. D. L. Á. G., Farroñán, E. V. R., Valle‐Palomino, N., García, F. S. M., Ninaquispe, J. C. M., & Rodríguez, J. C. F. (2023) · Academic Journal of Interdisciplinary Studies · doi:10.36941/ajis-2023-0167 · Cited by 1
Teacher Well-Being: Between Counseling and Resilience Pedagogy
Isidori, E., Leonova, I. S., Ābele, A., Caione, G., Zakharova, L. N., & Șandor, I. (2023) · Educatia 21 · doi:10.24193/ed21.2023.25.37 · Cited by 1
Knowles, C. (2023) · Journal of Mixed Methods Studies · doi:10.59455/jomes.2023.7.1 · Cited by 1
Association of classroom-level stressors with psychological distress in teachers
Titheradge, D., Sáenz, A. A., Hayes, R. A., Ukoumunne, O. C., & Ford, T. J. (2024) · Occupational Medicine · doi:10.1093/occmed/kqae140 · Cited by 1
“Additionally, poor teacher mental health adversely impacts students’ academic achievement, learning and mental health, and teacher–student relationships [8–10].”
Huerta, R. R., & Trejo, C. P. (2025) · Región Científica · doi:10.58763/rc2025440 · Cited by 1
The Dark Triad Traits in the Classroom: Their Risk and Protective Role in Teacher’s Burnout
Bradić, S., Hudek‐Knežević, J., & Kardum, I. (2025) · Psychological Reports · doi:10.1177/00332941251330546 · Cited by 1
Sollesta, J., & Despojo, A. G. (2025) · Journal of interdisciplinary perspectives · doi:10.69569/jip.2025.264 · Cited by 1
Verhavert, Y., Deliens, T., Cauwenberg, J. V., de Vries, J. D., Clarys, P., Hoof, E. V., Zinzen, E., & Martelaer, K. D. (2025) · Scientific Reports · doi:10.1038/s41598-025-07528-y · Cited by 2
Self-efficacy and work stress among U.S. preschool teachers: the mediating role of anxiety
Costa, C. N., Savur, R., & Park, N. (2025) · Journal of Early Childhood Teacher Education · doi:10.1080/10901027.2025.2538583 · Cited by 1
Lengua, L. J., Calhoun, R. E., Balinbin, I., Long, R. B., Spink, K. M., & Angeles, M. (2025) · BMC Complementary Medicine and Therapies · doi:10.1186/s12906-025-05043-1 · Cited by 1
“Additionally, systematic review found evidence that teacher burnout is associated with worse academic achievement and lower quality student motivation [22].”
Zheng, Z. (2025) · SHS Web of Conferences · doi:10.1051/shsconf/202522201029 · Cited by 1
Chang, Y.-F. (2025) · Social Psychology of Education · doi:10.1007/s11218-025-10144-3 · Cited by 1
“Teacher burnout not only adversely affects their own mental health (Burić et al., 2019) but also undermines students’ academic outcomes (Madigan & Kim, 2021).”
Gratitude Impact on Pre-Service Teacher Candidate Internship Experience
Huff, E., & Baliram, N. S. (2025) · Belonging. · doi:10.1177/30290805251369698 · Cited by 1
“In a review of studies conducted by Madigan and Kim (2021), teacher burnout was associated with low achievement scores, low reading and math ability, and decrease in literacy skill over time.”
Jiang, C., & Gao, Q. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1706567 · Cited by 2
Cinki, T., & Karaköse, T. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105970 · Cited by 1
Mels, C., Lema, S. D., & Irigoyen, M. (2025) · British Educational Research Journal · doi:10.1002/berj.70093 · Cited by 2
Kokkonesi, E., Antonopoulou, H., Igoumenakis, G., & Halkiopoulos, C. (2026) · Administrative Sciences · doi:10.3390/admsci16020101 · Cited by 2
“…also affect students and classroom environments, leading students to become disinterested in education and, consequently, perform poorly in class (Madigan & Kim, 2021; Beames et al., 2023; Oliveira et al., 2021; Granger et al., 2023; Brown et al., 2023; Sasere & Matashu, 2025; G. Li & Tsang,…”
Li, S., Aggül, Y. G., & Horn, I. S. (2026) · International Journal of Educational Research · doi:10.1016/j.ijer.2026.102957 · Cited by 1
Burnout as a structural process: A grounded theory of elementary teachers’ experiences in Korea
Moon, J. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105439 · Cited by 1
Digital Chaos and EFL Teachers’ Digital Wellbeing: A Qualitative Study
Nushi, M., & Hosseinkhani, M. (2026) · Digital studies in language and literature · doi:10.1515/dsll-2025-0012 · Cited by 1
“Teachers may become less e ff ective when experiencing emotional exhaustion and burnout (Madigan and Kim 2021), and eventually experience a decline in their digital wellbeing if these relationships with others and with themselves deteriorate.”
Moon, J. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105525 · Cited by 3
Stephens, C. M., Pianta, R. C., Whittaker, J. V., & Vitiello, V. E. (2026) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2026.04.011 · Cited by 1
Supsin, T., Siribanpitak, P., & Chaemchoy, S. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1740749 · Cited by 1
The Hidden Cost of Teacher Burnout: Implications for Student Learning and Well-being
France, M., & Harkins-Brown, A. R. (2026) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.1080/00098655.2026.2661785 · Cited by 1
“A growing body of evidence suggests that teacher burnout is meaningfully linked to students’ academic achievement and psychological well-being (Arens and Morin 2016; Jennings and Greenberg 2009; Madigan and Kim 2021; Oberle et al. 2020; Shen et al. 2015).”
Yao, Z., Zhang, J., & Kang, D. (2026) · PLoS ONE · doi:10.1371/journal.pone.0349605 · Cited by 2
“In the education sector, teachers who experience low job satisfaction are more likely to feel disengaged from their schools, experience reduced motivation, and consider leaving their positions [6,7].”
InfluentialExploring burnout profiles in military personnel: a latent profile analysis approach
Matias, M., & Rosa, P. J. (2026) · Current Psychology · doi:10.1007/s12144-026-09527-2 · Cited by 1
Wang, G., Tsang, K. K., & Da’as, R. (2026) · Journal of Educational Administration · doi:10.1108/jea-06-2025-0233 · Cited by 2
ATLAS—a psychobiological model of teacher stress in classroom interactions
Wettstein, A., Schneider, I., Jenni, G., & LUPIEN, S. J. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1869744 · Cited by 2
“Meta-analytic evidence corroborates that teacher burnout is robustly associated with diminished student motivation, relational disengagement, and depressed academic performance (Madigan and Kim, 2021).”
Kamtsios, S., Nikolaos, T., Γεωργαντά, Κ., Γεωργίου, Ε., & Paul, B. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.107361 · Cited by 2
Weyers, J., Gerhard, K., & König, J. (2026) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-026-09500-4 · Cited by 1
Forms of social support relevant to teachers’ wellbeing: a job demands–resources perspective
Granziera, H., & Evans, P. (2026) · Social Psychology of Education · doi:10.1007/s11218-026-10265-3 · Cited by 2
“Emotional exhaustion manifests both physically (e.g., headaches, gastrointestinal disorders, fatigue; Maslach & Leiter, 2016 ) and psychologically (e.g., diminished self-esteem, depression; Madigan & Kim, 2021 ).”
Mordeno, I. G., Lucero, L., & Bigcas, J. D. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1850327 · Cited by 2
Dicke, T., Ferber, K. A., Devine, E. K., Collie, R. J., Granziera, H., Parker, P. D., Guo, J., Marsh, H. W., Teuber, Z., Bradshaw, E. L., et al. (2026) · Educational Psychology Review · doi:10.1007/s10648-026-10216-6 · Cited by 4
“…consistent with prior empirical and meta-analytic evidence linking teachers’ positive psychological functioning (e.g., self-efficacy, job satisfaction) to favorable student outcomes and teachers’ ill-being (e.g., burnout, stress) to poorer student outcomes (Kim & Seo, 2018; Madigan & Kim, 2021a).”
InfluentialRamos‐Vera, C., Saavedra, G. T., Crisostomo, E. H., Serpa‐Barrientos, A., & Vallejos-Saldarriaga, J. (2023) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v21i59.6270 · Cited by 3
Kumlu, E. (2023) · Educational Research and Reviews · doi:10.5897/err2023.4346 · Cited by 1
“, 2014) It might not be misleading to suggest that teacher burnout is therefore a significant barrier for many teachers (Madigan and Kim, 2021; Pressley, 2021).”
BackgroundIntroducing a Novel Intervention, CoHealing, to Address Teacher Burnout and Indirect Trauma
King, J., Holmes, M. R., Evans, K. E., Bender, A. E., & King-White, D. (2023) · OBM Integrative and Complementary Medicine · doi:10.21926/obm.icm.2303036 · Cited by 1
Supporting Frontline Educators in the Carceral Space
Farley, H., & Ware, J. (2023) · University development and administration · doi:10.1007/978-981-19-9553-8_23-1 · Cited by 1
Lewis, M. A. (2023) · Texila international journal of academic research · doi:10.21522/tijar.2014.10.04.art001 · Cited by 1
Szigeti, R., Balázs, N., & Urbán, R. (2023) · Acta Psychologica · doi:10.1016/j.actpsy.2023.104080 · Cited by 3
Burnout en docentes universitarios: evaluación, prevención y tratamiento
Deroncele-Acosta, Á., Gil-Monte, P. R., Figueroa, R. P. N., & Gil‐LaOrden, P. (2023) · Revista Venezolana de Gerencia · doi:10.52080/rvgluz.28.e10.5 · Cited by 2
„Ef við náum ekki bekkjarstjórn þá getum við gleymt þessu“
Ólafsdóttir, S. B., Guðmundsdóttir, B. G., & Sigmarsdóttir, M. (2024) · Netla · doi:10.24270/netla.2024/2
Naltan, C. U., & Boonmoh, A. (2024) · Human Behavior, Development and Society · doi:10.62370/hbds.v25i1.270098 · Cited by 1
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-11, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-11 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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