The role of attachment to school and open classroom climate for discussion on adolescents’ school-related burnout

Abstract

The present study aimed to verify how attachment to school and open classroom climate for discussion is related to adolescents’ school-related burnout. Participants were adolescents from Lithuania (N = 1741, 727 boys and 1014 girls, age 15-19 years). Questionnaires consisted of Attachment to School scale, Open for Discussion Classroom Climate Scale, and School Burnout Inventory. Cluster analyses procedure revealed five different groups of adolescents according to their perceived attachment to school and open classroom climate for discussion. MANOVA results revealed that different groups differ in exhaustion at school, cynicism toward the meaning ofschool and in sense of inadequacy at school.