@article{HoferichterRaufelderSchwederetal.2022,
  author    = {Frances Hoferichter and Diana Raufelder and Sabine Schweder and Katariina Salmela-Aro},
  title     = {Validation and Reliability of the German Version of the School Burnout Inventory},
  series   = {Zeitschrift f{\"u}r Entwicklungspsychologie und P{\"a}dagogische Psychologie},
  volume    = {54},
  number    = {1},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {0049-8637},
  doi       = {10.1026/0049-8637/a000248},
  url       = {https://nbn-resolving.org/urn:nbn:de:gbv:9-opus-60040},
  pages     = {1 -- 14},
  year      = {2022},
  abstract  = {This study investigates the validity and reliability of the German version of the School Burnout Inventory (SBI-G) in 1,570 secondary-school students (Mage = 14.11, SD = 0.78; 51.7 \% girls). Results indicate that school burnout consists of two correlated but separate dimensions including (1) exhaustion at school, (2) cynicism toward the meaning of school and sense of inadequacy. The study revealed that school burnout can be measured as a two-factor model, which provided good reliability and validity indices. Further, we verified concurrent validity, finding that students suffering from general stress also reported overall school burnout as well as exhaustion, cynicism, and inadequacy. Students who exhibited cynicism and inadequacy also reported lower levels of behavioral, emotional, and cognitive school engagement, while exhausted students reported lower emotional school engagement but higher cognitive school engagement.},
  language  = {en}
}