A multilevel analysis of change in emotional exhaustion during high school: Focusing on the individual and contextual factors

Abstract

The development of emotional exhaustion was examined at four time points across seven months among 987 high school students (female, 57.9%) in South Korea. Results of a multilevel growth model showed that the baseline and change in emotional exhaustion significantly varied across individuals and classrooms. At the individual level, depression, over-commitment, anxiety, teacher's academic pressure, and parental autonomy support were related to the initial level of emotional exhaustion; test anxiety and parental autonomy support were additionally associated with a decrease in emotional exhaustion over time. At the classroom level, teacher's autonomy support and academic pressure were associated with the baseline of emotional exhaustion, whereas higher teacher's autonomy support decreased emotional exhaustion. Results showed that the influence of not only individual and contextual factors but also teachers' and parental factors on students' emotional exhaustion had different mechanisms at different levels. These findings provide evidence for school psychologists and counselors when formulating intervention strategies for academic burnout. Policy perspectives are also discussed in light of psychological interventions for students.