Achievement orientation, academic burnout and intrinsic school satisfaction in secondary education students

The aim of the study was to analyze the relationship between burnout, engagement and academic self-efficacy in a sample of 1756 students (M=14.47; SD=1.63) belonging to 12 secondary education high schools. The instruments used were the Spanish version of the Perception of Success Questionnaire (POSQ), the Maslach Burnout Inventory-Student Survey (MBI-SS), and the Intrinsic Satisfaction Classroom Scale (ISC) (Duda and Nicholls, 2002). The results showed significant relationships between task orientations, academic efficacy and fun at school, in a more self-determined behavior than the relationship of ego orientations with physical/emotional exhaustion, cynicism and boredom, in a less self-determined behavior. It is revealed the importance of promoting adaptive behaviors oriented to the effort, self-efficacy and fun that improve the well-being and academic life of the students in their high schools.