Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

This study examines high school students’ levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011–2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The research methods included the Personal Information Form comprising items about students’ demographic characteristics, the Maslach Burnout Inventory-Student Form, the Utrecht School Engagement Scale, the Study Habits Inventory, and the Scale for Self-Efficacy Expectations among Adolescents. The data were analyzed with multivariate analysis of variance. The results suggested that students with low self-efficacy beliefs had higher burnout levels. In addition, students with inadequate study skills and those with low self-efficacy beliefs were at higher risk of losing their beliefs. Another finding was that students with high academic success also had high self-efficacy. Unexpectedly, students with inadequate study skills and low self-efficacy beliefs were found to have high self-efficacy. Students with adequate study skills and high selfefficacy beliefs also had high school engagement levels. The study findings were discussed in relation to the literature and interpreted. Based on the interpretations, recommendations were made to school counselors