Stress scolaire, soutien social et burnout à l’adolescence : quelles relations?
Bibliographic record
Abstract
Récemment décrit comme un syndrome d’épuisement, de cynisme et d’inadéquation à l’école, le burnout scolaire suscite un intérêt grandissant parmi les professionnels de l’école. Ce phénomène a été associé à plusieurs variables comme le stress scolaire et le soutien social fourni par les parents et les enseignants. Cependant, nous en savons encore peu sur la façon dont ces variables interagissent. L’objectif de notre étude est d’explorer les effets modérateurs et médiateurs du stress scolaire et du soutien social afin de mieux comprendre leurs liens avec le burnout scolaire. Un questionnaire évaluant ces variables a été rempli par 441 adolescents de Suisse francophone. Tout d’abord, les analyses montrent que le soutien social ne modère pas l’effet du stress sur le burnout scolaire. Ensuite, il apparaît que le stress scolaire a un effet médiateur dans la relation entre le soutien social et le burnout scolaire. De plus, cet effet varie selon la source de soutien. D’une part, le stress médiatise partiellement la relation entre le soutien des parents et le burnout scolaire. D’autre part, le stress médiatise complètement le lien entre le soutien des enseignants et le burnout scolaire. Ainsi, il semblerait que les adolescents bénéficiant d’un bon niveau de soutien des parents et des enseignants perçoivent les exigences scolaires comme moins stressantes, ce qui diminue le risque de burnout .
Stored with the screening record, where it is evidence for the labels above.
How this classification was reachedexpand
The three-model screen
all 5,600 screened works →All three models called this out of scope.
Study of school stress, social support and burnout in adolescents.
It studies stress, social support, and school burnout among adolescents.
Adolescent school stress, social support, and burnout is educational psychology.
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".