Burnout is a well-documented phenomenon in the occupational context. However, an increasing body of research suggests that the burnout process may begin already during the educational stage. Experiencing educational burnout may have serious negative consequences for students' mental health.
Moreover, persistent academic demands and elevated expectations from educational institutions and/or parents contribute to chronic stress in young adults, which may undermine cognitive functioning and self-regulatory processes, ultimately increasing vulnerability to educational burnout. Previous research has primarily focused on the associations between occupational burnout and cognitive functioning, while comprehensive investigations in student populations remain relatively limited. Therefore, the aim of the present study was to examine the relationships between executive functions—assessed using both self-report and performance-based measures—and educational burnout. Additionally, the study investigated the role of rumination as a potential mediating mechanism in the relationship between self-reported executive dysfunctions and exhaustion.
The questionnaire-based phase of the study included 738 university students, while 120 students participated in the second phase involving performance-based executive function tasks. Valid and reliable instruments were used to assess educational burnout (School Burnout Inventory), executive dysfunctions (Cognitive Failure Questionnaire, WCST, Digit Span Task), and rumination (Ruminative Response Scale). The results indicate that self-reported difficulties in executive functioning are significantly associated with higher levels of educational burnout, whereas no relationships were found for performance-based measures of executive functions. Furthermore, rumination significantly mediated the relationship between self-reported executive dysfunctions and exhaustion.
The findings will be discussed in light of self-regulation models, with particular emphasis on the role of rumination. Implications for sustainable education and students' long-term well-being will be outlined.