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.
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
Items 401–472 of 472
Kiani, S., Saleem, S., & Akhtar, H. (2026) · The Knowledge · doi:10.55737/tk/v5i1.51126
The burnout crisis: Insights from U.S. radiologic science educators
Dunn, K. (2026) · Journal of medical imaging and radiation sciences · doi:10.1016/j.jmir.2026.102222
Work Motivation and Fear Culture of Teachers Working in Private Educational Institutions in Turkey
Er, M. (2026) · SAGE Open · doi:10.1177/21582440261430146
“Similarly, Madigan and Kim (2021) report that burnout is transmitted from teachers to their students and negatively affects the entire school climate.”
InfluentialSpecial Education Teacher Burnout and the Implementation of Behavior Intervention Plans
Garwood, J. D., Stark, K., Jones, B., & Thompson, N. H. (2026) · Exceptional Children · doi:10.1177/00144029261432527 · Cited by 1
Mata, L. M., Canubas, L., Dedumo, J.-A., Kilaton, L., Mangubat, S. M., Paquiring, A., Polinar, M. A. N., Sasan, C., & Rabanes, B. G. (2026) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.540309
Malestar docente en educación secundaria: Reflexión pedagógica desde la experiencia docente
Ortiz, C. C. (2026) · Revista Reflexión e Investigación Educacional · doi:10.22320/reined.v8i1.7854
“Investigaciones recientes han reforzado esta relación, mostrando que el burnout docente se vincula no solo con el bienestar individual, sino también con la calidad de la enseñanza y los resultados educativos, afectando el clima de aula y la motivación estudiantil (Madigan & Kim, 2021).”
Mo, Y., Kim, L., & An, Y. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105524
Self-citationTeachers’ Wellbeing Beliefs: A Longitudinal Case Study
Avola, P., Soini, T., Jyrkiäinen, A., & Pentikäinen, V. (2026) · International Journal of Applied Positive Psychology · doi:10.1007/s41042-026-00287-9 · Cited by 3
“Challenges to teacher wellbeing are linked to reduced teaching quality, including diminished enthusiasm, creativity, and effectiveness, which in turn influence students’ learning and emotional environment (Hascher & Waber, 2021; Madigan & Kim, 2021; Mels et al., 2025).”
Development, Validation, and Acceptability of Mass Promotion Intervention Package
Cortavista, J. K., & Castro, J. (2026) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.540901
Villalobos, P., Vergara, R. C., & Álvarez-Ruf, J. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1794946
Rethinking equity in school funding models: the need to centre teacher wellbeing
Sinclair, M. P., & Hogan, A. (2026) · Discourse Studies in the Cultural Politics of Education · doi:10.1080/01596306.2026.2657797
THE RIPPLE EFFECTS OF TEACHER BURNOUT: THE CAUSAL IMPACT ON CHILDREN’S ACADEMIC DEVELOPMENTPreprint
Sagen, E. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.6628541
Promoting Staff Well-being: Small Changes Can Make a Difference
Main, K., & Coffey, A. (2026) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-80686-351-820261013
Fung, H. W., Cheung, C. T. Y., Chau, A. K. C., Yuan, G. F., Liu, C., Leung, C. S. Y., Chiu, H. T. S., Wang, E. K. S., & Huang, S.-Y. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1729702
Paxton, A., Kang, P., & Yim, A. (2026) · Teaching & Learning Inquiry The ISSOTL Journal · doi:10.20343/teachlearninqu.14.19
“The emotional well-being of frontline educators has far-reaching consequences, not only for faculty job satisfaction and retention but also for student success 2 (Madigan and Kim 2021).”
School Disruption and Classroom Climate on Teachers’ Burnout and Wellbeing
Badger, J. R., Maile, A. J., Thompson, P. A., Bowes, L., Hutchings, J., & Broome, M. R. (2026) · Psychology in the Schools · doi:10.1002/pits.70170
Just breathe! The impact of a slow-paced breathing intervention for teachers
Carroll, T., Piggott, B., Conlon, J. A., Cripps, A. J., Bloomfield, L., & Newton, M. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105564
Burnout en docentes universitarios en educación remota en Perú
Gomez, H. E. L., Rojas, L. M. H., Lizares, A. A., et al. (2026) · Revista Venezolana de Gerencia · doi:10.52080/rvgluz.31.e15.23
Personnel Work Life Balance and Job Satisfaction
Balayo, Y. B. (2026) · International Journal of Science and Management Studies (IJSMS) · doi:10.51386/25815946/ijsms-v9i1p121
Hubris in Educational Leadership: Toxic Leadership as a Mechanism Linking Power and Teacher Burnout
Sharei, A. (2026) · International Society that Learn Journal · doi:10.64782/istlj.316601-21 · Cited by 1
“Empirical studies in education have increasingly linked destructive leadership behaviors to negative teacher outcomes such as emotional exhaustion, cynicism, reduced organizational commitment, and intentions to leave the profession (Harms et al., 2018; Madigan & Kim, 2021).”
Ji, Y., & King, R. B. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105655
(2026) · IGI Global eBooks · doi:10.4018/979-8-3373-8272-2.ch001
Kervick, C. T., Meyer, L. E., Stark, K., et al. (2026) · Beyond Behavior · doi:10.1177/10742956261449692
“But when teachers experience burnout, their instructional quality decreases (Madigan & Kim, 2021a), and they are more likely to leave the field (Madigan & Kim, 2021b).”
Bunge, M., Voss, T., Richter, D., Kunter, M., & Klusmann, U. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105667
Ferguson, K., Tulk, C., Corrente, M., Rodger, S., & Bourgeault, I. L. (2026) · Canadian Journal of Educational Administration and Policy · doi:10.7202/1125897ar
Hirshberg, M. J. (2026) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/k4ynw_v2
Núñez‐Regueiro, F., Watt, H. M. G., Richardson, P. W., Marsh, H. W., & Pekrun, R. H. (2026) · Scientific Reports · doi:10.1038/s41598-026-57946-9 · Cited by 1
Psychology of Learning from the Perspective of School Teachers: Main Myths
Sidneva, A. N., Chelpanova, S. S., Kalimullin, A., et al. (2026) · Integration of Education · doi:10.15507/1991-9468.26302.306-327
Mudrák, J., Zábrodská, K., Kollerová, L., Jakerlová, J., Sedláček, M., & Šeďová, K. (2026) · Social Psychology of Education · doi:10.1007/s11218-026-10245-7 · Cited by 1
“Teacher burnout has been associated not only with adverse outcomes for the teachers, but also with reduced instructional quality and negative consequences for students’ academic and socio-emotional development (Madigan & Kim 2021b; Oh & Wolf 2023).”
Çevik, M. S. (2026) · Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi · doi:10.52826/mcbuefd.1848966
Increasing Agency and Academic Engagement Via Student Test-Driving and Choice
Villarreal, J. N., Collins, T. A., Vincent, L. B., Nabors, L., & Buendia, K. (2026) · Contemporary School Psychology · doi:10.1007/s40688-026-00604-8
Elementary Educators’ Well-Being in Ci3T: Longitudinal Analyses of Experienced Implementers
Lane, K. L., Buckman, M. M., Brunsting, N. C., Oakes, W. P., Sherod, R. L., Fleming, K., Lane, N. A., Allen, G. E., Royer, D. J., Chafouleas, S. M., et al. (2026) · Remedial and Special Education · doi:10.1177/07419325261458754
Dadaczynski, K., Fischer, L., Liegmann, K., Paulus, P., & Morgenstern, M. (2026) · Springer eBooks · doi:10.1007/978-3-662-73219-9_12
Kasemjitwat, S. (2026) · Middle Grades Research Journal · doi:10.1108/mgrj-11-2025-0006
Zhang, Y.-H., Zhao, Y., Wu, J., Zhou, D., Wang, J., Yang, X., & Zhou, J. (2026) · Behavioral Psychology/Psicología Conductual · doi:10.31083/bp47883
Geonzon, K. M., & Fernandez, E. (2026) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.590401
Andaya, R., & Alvero, J. C. (2026) · Journal of interdisciplinary perspectives · doi:10.69569/jip.2026.279
Wu, R., & Wen, J. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1811130
“Inter-factor correlations (0.412–0.587) were lower than the square root of each construct’s AVE, indicating satisfactory discriminant validity (Guay, 2022; Madigan and Kim, 2021).”
InfluentialWhat Do Reviews Tell Us About Higher Education Student Burnout?
Madigan, D. J., & Curran, T. (2026) · doi:10.1093/9780197759424.003.0013
Self-citationSampit, J. (2026) · QualiSearch Journal of Educational Research and Practice · doi:10.66437/qjerp.v2i6.019
The Role of School Culture in Creating a Positive Learning Environment in Junior High Schools
Wangge, M. C. T., Dhiu, M. R., Ytu, V. S., Watu, E., Roju, A., & Dhosa, Y. D. (2026) · Journal of Literacy Education · doi:10.64780/jole.v2i2.238
Occupational stress and burnout among teachers in China: latent profile and network analyses
Cai, J., Zhang, Q., Wang, Y., Meng, Y., & Duan, H. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1862159
“…are widespread within the educational sector (Cheng et al., 2023), significantly detriment not only teachers’ work performance (Perlito et al., 2021) and well-being (Zhong et al., 2009), but also students’ academic performance (Madigan and Kim, 2021) and future development (Herman et al., 2018).”
Lindqvist, H., Thornberg, R., Wänström, L., Weurlander, M., & Wernerson, A. M. (2026) · European Journal of Teacher Education · doi:10.1080/02619768.2026.2711228
Ainsworth, S., Adamson, C., & Oldfield, J. (2026) · Review of Education · doi:10.1002/rev3.70204
Student Intentions and Academic Commitment in Higher Education Institutions
Membreve, K. K. P., & Calantoc, N. (2026) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.600308
Li, X., & Liu, H. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1857739
“…not only affects their individual physical and mental health but may also indirectly impact students’ learning motivation, emotion regulation ability, and physical and mental development through teaching behaviors, classroom atmosphere, and teacher-student interactions (Madigan and Kim, 2021).”
Viernes, M. D., Egger, S. P., Illescas, C. M., Recla, M. B., & Rabaya, M. (2026) · Multidisciplinary Science Journal · doi:10.31893/multiscience.2027007
“This corroborates the assertions of Madigan and Kim (2021) and Yin et al. (2019), who noted that when the objective volume of work surpasses a critical threshold, individual psychological capital is often insufficient to prevent emotional attrition.”
Fatima, S., Bühler, T., Baffsky, R., Cullen, P., & Torok, M. H. (2026) · School Mental Health · doi:10.1007/s12310-026-09906-x
Doğan, D., & Tuncel, S. (2026) · Education science and sports. · doi:10.70053/esas.1937303
Chen, X., Zhu, R., & Zhang, L. (2026) · International Journal of Educational Research · doi:10.1016/j.ijer.2026.103085 · Cited by 1
Harikrishnan, K. T., & Thirumagal, P. (2026) · 2026 2nd International Conference on Sustainable Computing and Integrated Communication in Changing Landscape of AI (ICSCAI) · doi:10.1109/icscai68849.2026.11648613
Furlong, C., Fitzsimons, S., & O'Farrell, P. (2026) · British Journal of Sociology of Education · doi:10.1080/01425692.2026.2714890
Flamant, N., Vansteenkiste, M., Haerens, L. L., Vrijders, B., Prinzie, P., & Soenens, B. (2026) · Motivation and Emotion · doi:10.1007/s11031-026-10277-8
Early Career STEM Teacher Burnout: Trends and Explanations
Navy, S. L., & Yonai, E. (2026) · Journal of Teacher Education · doi:10.1177/00224871261477686
“It is associated with lower quality instruction, reduced tolerance of challenging student behaviors, and decreased student motivation and academic achievement (Klusmann et al., 2021; Kokkinos et al., 2005; Madigan & Curran, 2021; Madigan & Kim, 2021; Moon, 2026; Shen et al., 2015).”
Psychological distress among special education teachers in Saudi Arabia: A cross-sectional studyPreprint
Alallawi, B., & Alqazlan, S. (2026) · Research Square · doi:10.21203/rs.3.rs-10654546/v1
Morales, C. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2728829
Occupational Stress and Burnout among Teachers in a Private Basic Education Center in Northern Luzon
Caramancion, R. J. A., & Fermin, J. N. E. (2026) · International Journal of Research on Multidisciplinary Studies · doi:10.67903/ijroms0383
Beyond burnout: Psychological vulnerability profiles in secondary school teachers
Rodríguez-Fernández, P., Petrillo, E. D., Villanova, M., Caggiano, V., Caballero, J. M. G., Blázquez-Gutiérrez, L., Manzano, A. B., & Gonzalez-Bernal, J. J. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.107777
Emociones extrínsecas y rendimiento laboral del profesorado: una revisión sistemática
Cardenas, N. M. P., & Pinargote, A. V. G. (2026) · Revista Científica UISRAEL · doi:10.35290/rcui.v13n3.2026.2032
Litzenberger, N., Jenni, G., & Wettstein, A. (2026) · Frontiers in Physiology · doi:10.3389/fphys.2026.1880670
“It can be assumed that adaptive regulation of short-term cardiovascular processes also has a long-term bene fi cial effect on teacher health (Hughes et al., 2018; Madigan and Kim, 2021).”
Positive and Negative Affect in Curriculum Reform: Insights From Teachers in Kosovo
Musliu, A., Saqipi, B., & Shehu, B. P. (2026) · International Journal of Educational Reform · doi:10.1177/10567879261488026
Psychische Erschöpfung in sozialen Interaktionsberufen – Statusbericht und neue Entwicklungen
Wesselborg, B., & Bauknecht, J. (2026) · Prävention und Gesundheitsförderung · doi:10.1007/s11553-026-01372-2
Türen, Ş., & Derman, M. T. (2026) · Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi · doi:10.17240/aibuefd.2026..-1686958
Using artificial intelligence to mitigate global teacher shortage
Nordgren, R. D. (2026) · Journal of Research in Innovative Teaching & Learning · doi:10.1108/jrit-06-2026-0199
A Way Forward: Addressing Teacher Burnout and Stress Resistance of Women in Education
Foster, J. E. F. (2026) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83742-342-220261001
Andhika, M., Hadi, S., Jaedun, ., et al. (2026) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.25.9.9
Hu, Y., & Lu, S. (2026) · Asia Pacific Education Review · doi:10.1007/s12564-026-10150-w
Untitled work
Chan, C. K. Y., Lo, N., & Wong, G. (2024)
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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