Factors affecting academic burnout in secondary school adolescents in Morocco

Introduction. Mental health is a crucial determinant of quality of life, well-being, and both social and professional satisfaction. Research indicates that burnout impacts not only academic performance but also the overall lives and future careers of high school students. Aim. The present research aimed to investigate the prevalence of burnout among senior secondary school students in Morocco and to identify its underlying causes using the Maslach Burnout Inventory-Student Survey (MBI-SS) questionnaire. Methodology and research methods. The Maslach Burnout Inventory-Student Survey (MBI-SS) was translated into Arabic while ensuring cultural relevance. The study employed Bartlett’s test of sphericity, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). A total of 1,116 voluntary public secondary school students from the Kénitra region of Morocco participated in the study, with an average age of 17.15 years (SD = 1.328), of which 59.1% were female. Results. The findings indicate that 47% of Moroccan students experience academic emotions, with male students tending to develop more cynical attitudes and a lack of confidence in their academic abilities. Third-year students report higher levels of emotional exhaustion compared to first-year students, while second-year students exhibit lower rates (p < 0.001). Additionally, students from low-income families and urban areas are more vulnerable to academic burnout. Furthermore, students pursuing scientific studies scored higher on measures of Emotional Exhaustion and Cynicism, with 13% of female students and 20% of male students affected, compared to those in the literary track, where the rates were 5% and 13%, respectively. Scientific novelty. The scientific novelty of this study lies in the application of MI-SS. This research reinforces the impact of co-factors such as gender, educational attainment, family income, disease, and learning pathways on the components of burnout in Morocco. Practical significance. Education decision-makers in Morocco can leverage the connection between socio-demographic factors and school burnout to mitigate burnout among students, ultimately enhancing academic performance.

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