Agadullina, E. R., & Lovakov, A. V. (2018). Are people more prejudiced towards groups that are perceived as coherent? A meta-analysis of the relationship between out-group entitativity and prejudice. British Journal of Social Psychology, 57(4), 703–731.
Alarcon, G. M. (2011). A meta-analysis of burnout with job demands, resources, and attitudes. Journal of Vocational Behavior, 79(2), 549–562.
*Atalayin, C., Balkis, M., Tezel, H., Onal, B., & Kayrak, G. (2015). The prevalence and consequences of burnout on a group of preclinical dental students. European Journal of Dentistry, 9, 356.
Bacon, D. R., & Bean, B. (2006). GPA in research studies: An invaluable but neglected opportunity. Journal of Marketing Education, 28(1), 35–42.
*Balogun, J. A., Hoeberlein-Miller, T. M., Schneider, E., & Katz, J. S. (1996). Academic performance is not a viable determinant of physical therapy students’ burnout. Perceptual and Motor Skills, 83, 21–22.
Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
Bosco, F. A., Aguinis, H., Singh, K., Field, J. G., & Pierce, C. A. (2015). Correlational effect size benchmarks. Journal of Applied Psychology, 100(2), 431–449.
Bresó, E., Schaufeli, W. B., & Salanova, M. (2011). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61(4), 339–355.
*Burr, J., & Beck Dallaghan, G. L. (2019). The relationship of emotions and burnout to medical students’ academic performance. Teaching and Learning in Medicine, 1–8.
*Cadime, I., Pinto, A. M., Lima, S., Rego, S., Pereira, J., & Ribeiro, I. (2016). Well-being and academic achievement in secondary school pupils: The unique effects of burnout and engagement. Journal of Adolescence, 53, 169–179.
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218.
Dumont, H., Protsch, P., Jansen, M., & Becker, M. (2017). Fish swimming into the ocean: How tracking relates to students’ self-beliefs and school disengagement at the end of schooling. Journal of Educational Psychology, 109(6), 855–870.
Duru, E., Duru, S., & Balkis, M. (2014). Analysis of relationships among burnout, academic achievement, and self-regulation. Educational Sciences: Theory and Practice, 14, 1274–1284.
Dyrbye, L. N., Thomas, M. R., Massie, F. S., Power, D. V., Eacker, A., Harper, W., ... & Sloan, J. A. (2008). Burnout and suicidal ideation among US medical students. Annals of Internal Medicine, 149(5), 334–341.
El Ansari, W., & Stock, C. (2010). Is the health and wellbeing of university students associated with their academic performance? Cross sectional findings from the United Kingdom. International Journal of Environmental Research and Public Health, 7(2), 509–527.
Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12.
Fisher, Z., & Tipton, E. (2015). robumeta: An R-package for robust variance estimation in meta-analysis. arXiv preprint arXiv:1503.02220.
Folkman, S., Lazarus, R. S., Pimley, S., & Novacek, J. (1987). Age differences in stress and coping processes. Psychology and Aging, 2(2), 171–184.
Hampel, P., & Petermann, F. (2005). Age and gender effects on coping in children and adolescents. Journal of Youth and Adolescence, 34(2), 73–83.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Hedges, L. V., & Vevea, J. L. (1998). Fixed-and random-effects models in meta-analysis. Psychological Methods, 3, 486–504.
Hedges, L. V., Tipton, E., & Johnson, M. C. (2010). Robust variance estimation inmeta-regression with dependent effect size estimates. Research Synthesis Methods, 1, 39–65.
Herrmann, J., Koeppen, K., & Kessels, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective. Learning and Individual Differences, 69, 150–161.
Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21(11), 1539–1558.
Hill, A. P., & Curran, T. (2016a). Multidimensional perfectionism and burnout: A meta-analysis. Personality and Social Psychology Review, 20, 269–288.
Hill, A. P., & Curran, T. (2016b). Multidimensional perfectionism and burnout: A meta-analysis. Personality and Social Psychology Review, 20, 269–288.
Hodge, B., Wright, B., & Bennett, P. (in press). Balancing effort and rewards at university: Implications for physical health, mental health, and academic outcomes. Psychological Reports.
Iancu, A. E., Rusu, A., Măroiu, C., Păcurar, R., & Maricuțoiu, L. P. (2018). The effectiveness of interventions aimed at reducing teacher burnout: A meta-analysis. Educational Psychology Review, 30(2), 373–396.
IsHak, W., Nikravesh, R., Lederer, S., Perry, R., Ogunyemi, D., & Bernstein, C. (2013). Burnout in medical students: A systematic review. The Clinical Teacher, 10(4), 242–245.
Kim, L. E., Jörg, V., & Klassen, R. M. (in press). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review.
Kljajic, K., Gaudreau, P., & Franche, V. (2017). An investigation of the 2× 2 model of perfectionism with burnout, engagement, self-regulation, and academic achievement. Learning and Individual Differences, 57, 103–113.
Klusmann, U., Richter, D., & Lüdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193–1203.
Korhonen, J., Tapola, A., Linnanmäki, K., & Aunio, P. (2016). Gendered pathways to educational aspirations: The role of academic self-concept, school burnout, achievement and interest in mathematics and reading. Learning and Instruction, 46, 21–33.
Kotzé, M., & Kleynhans, R. (2013). Psychological well-being and resilience as predictors of first-year students' academic performance. Journal of Psychology in Africa, 23(1), 51–59.
Kuittinen, M., & Meriläinen, M. (2014). The effect of study-related burnout on student perceptions. Journal of International Education in Business, 4, 42–62.
Law, D. W. (2007). Exhaustion in university students and the effect of coursework involvement. Journal of American College Health, 55(4), 239–245.
Lee, R. T., & Ashforth, B. E. (1996). A meta-analytic examination of the correlates of the three dimensions of job burnout. Journal of Applied Psychology, 81(2), 123–133.
Li, J., Han, X., Wang, W., Sun, G., & Cheng, Z. (2018). How social support influences university students’ academic achievement and emotional exhaustion: The mediating role of self-esteem. Learning and Individual Differences, 61, 120–126.
Lipsey, M. W. (2009). Identifying interesting variables and analysis opportunities. The handbook of research synthesis and meta-analysis, 2, 147–158.
MacCann, C., Jiang, Y., Brown, L. E., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150–186.
Madigan, D. J. (2019). A meta-analysis of perfectionism and academic achievement. Educational Psychology Review, 31(4), 967–989.
Martin, A. J., & Marsh, H. W. (2019). Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time. International Journal of Behavioral Development, 0165025419885027.
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113.
Maslach, C., Jackson, S. E., Leiter, M. P., Schaufeli, W. B., & Schwab, R. L. (1986). Maslach burnout inventory (21st ed.pp. 3463–3464). Palo Alto: Consulting psychologists press.
McCarthy, M. E., Pretty, G. M., & Catano, V. (1990). Psychological sense of community and student burnout. Journal of College Student Development, 31, 211–216.
McCarthy, C. J., Lambert, R. G., Lineback, S., Fitchett, P., & Baddouh, P. G. (2016). Assessing teacher appraisals and stress in the classroom: Review of the classroom appraisal of resources and demands. Educational Psychology Review, 28(3), 577–603.
OECD. (2015). Education at a glance 2015: OECD indicators. Paris: OECD Publishing.
OECD. (2016). Education at a glance 2016: OECD indicators. Paris: OECD Publishing.
Paloș, R., Maricuţoiu, L. P., & Costea, I. (2019). Relations between academic performance, student engagement and student burnout: A cross-lagged analysis of a two-wave study. Studies in Educational Evaluation, 60, 199–204.
Petitta, L., & Vecchione, M. (2011). Job burnout, absenteeism, and extra role behaviors. Journal of Workplace Behavioral Health, 26(2), 97–121.
Pinquart, M., & Ebeling, M. (2019). Parental Educational Expectations and Academic Achievement in Children and Adolescents—a Meta-analysis. Educational Psychology Review.
Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322–338.
Rana, H. (2016). Impact of student’s burnout on academic performance/achievement. Pollster Journal of Academic Research, 3, 159–174.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.
Ridner, S. L., Newton, K. S., Staten, R. R., Crawford, T. N., & Hall, L. A. (2016). Predictors of well-being among college students. Journal of American College Health, 64(2), 116–124.
Romano, L., Buonomo, I., Callea, A., & Fiorilli, C. (2019). Alexithymia in young people’s academic career: The mediating role of anxiety and resilience. The Journal of Genetic Psychology, 180(4-5), 157–169.
Rosenberg, M. S. (2005). The file-drawer problem revisited: A general weightedmethod for calculating fail-safe numbers in meta-analysis. Evolution:International Journal of Organic Evolution, 59, 464–468.
Rosenthal, R. (1979). The “file drawer problem” and tolerance for null results. Psychological Bulletin, 86(3), 638–641.
Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress, and Coping, 23(1), 53–70.
Salmela-Aro, K., & Näätänen, P. (2005). Nuorten koulu-uupumusmittari BBI-10 [Adolescents’ School Burnout Inventory]. Helsinki: Edita.
Salmela-Aro, K., Kiuru, N., Pietikäinen, M., & Jokela, J. (2008). Does school matter? The role of school context in adolescents’ school-related burnout. European Psychologist, 13(1), 12–23.
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory (SBI) reliability and validity. European Journal of Psychological Assessment, 25(1), 48–57.
Schaufeli, W. B., & Taris, T. W. (2005). The conceptualization and measurement of burnout: Common ground and worlds apart. Work and Stress, 19(3), 256–262.
*Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481.
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600.
Seibert, G. S., Bauer, K. N., May, R. W., & Fincham, F. D. (2017). Emotion regulation and academic underperformance: The role of school burnout. Learning and Individual Differences, 60, 1–9.
Shin, H., Lee, J., Kim, B., & Lee, S. M. (2012). Students’ perceptions of parental bonding styles and their academic burnout. Asia Pacific Education Review, 13(3), 509–517.
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120, 238–245.
Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education, 30(4), 325–341.
Suldo, S. M., Shaunessy-Dedrick, E., Ferron, J., & Dedrick, R. F. (2018). Predictors of success among high school students in advanced placement and international baccalaureate programs. The Gifted Child Quarterly, 62(4), 350–373.
Swider, B. W., & Zimmerman, R. D. (2010). Born to burnout: A meta-analytic path model of personality, job burnout, and work outcomes. Journal of Vocational Behavior, 76(3), 487–506.
Tanner-Smith, E. E., & Tipton, E. (2014). Robust variance estimation with dependenteffect sizes: Practical considerations including a software tutorial in Stata andSPSS. Research Synthesis Methods, 5, 13–30.
Taris, T. W. (2006). Is there a relationship between burnout and objective performance? A critical review of 16 studies. Work and Stress, 20(4), 316–334.
Thompson, S. G., & Sharp, S. J. (1999). Explaining heterogeneity in meta-analysis: Acomparison of methods. Statistics in Medicine, 18, 2693–2708.
Thorndike, E. L. (1914). Educational psychology (I-III ed.). New York: Teachers College.
Tipton, E. (2015). Small sample adjustments for robust variance estimation withmeta-regression. Psychological Methods, 20, 375–393.
Vedel, A. (2014). The Big Five and tertiary academic performance: A systematic review and meta-analysis. Personality and Individual Differences, 71, 66–76.
Virtanen, T. E., Lerkkanen, M. K., Poikkeus, A. M., & Kuorelahti, M. (2018). Student engagement and school burnout in Finnish lower-secondary schools: Latent profile analysis. Scandinavian Journal of Educational Research, 62(4), 519–537.
Vizoso, C., Arias-Gundín, O., & Rodríguez, C. (2019). Exploring coping and optimism as predictors of academic burnout and performance among university students. Educational Psychology, 39(6), 768–783.
Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28–33.
*Wang, M. T., Kiuru, N., Degol, J. L., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58, 148–160.
West, C. P., Dyrbye, L. N., Erwin, P. J., & Shanafelt, T. D. (2016). Interventions to prevent and reduce physician burnout: A systematic review and meta-analysis. The Lancet, 388(10057), 2272–2281.
Westrick, P. A. (2017). Reliability estimates for undergraduate grade point average. Educational Assessment, 22(4), 231–252.
Widlund, A., Tuominen, H., & Korhonen, J. (2018). Academic well-being, mathematics performance, and educational aspirations in lower secondary education: Changes within a school year. Frontiers in Psychology, 9, 297.
Winne, P. H., & Nesbit, J. C. (2010). The psychology of academic achievement. Annual Review of Psychology, 61(1), 653–678.
World Health Organization. (2018) International classification of diseases for mortality and morbidity statistics (11th Revision). https://icd.who.int/browse11/l-m/en (accessed Nov. 2019).
Xie, Y. J., Sun, T., & Yang, L. B. (2019). The effects of academic adaptability on academic burnout, immersion in learning, and academic performance among Chinese medical students: A cross-sectional study. BMC Medical Education, 19(1), 211.