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Student engagement and burnout profiles among elementary school students – stability and relations to academic performance.

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Title: Student engagement and burnout profiles among elementary school students – stability and relations to academic performance.
Authors: Österholm, Linda (AUTHOR), Widlund, Anna (AUTHOR), Korhonen, Johan (AUTHOR)
Source: European Journal of Developmental Psychology. May2026, Vol. 23 Issue 3, p324-342. 19p.
Subjects: Student engagement, Psychological burnout, Mathematical ability testing, Academic achievement, Well-being, Elementary schools, Gender differences (Sociology), Longitudinal method
Abstract: This study examined engagement and burnout profiles among elementary students, their stability across one school year, and associations with mathematics performance and gender. Longitudinal data were collected from 870 students in Grades 4–6 (Ngrade4 = 301, Ngrade5 = 281, Ngrade6 = 288) during the 2022–2023 academic year. LPA revealed that a three-profile solution was best fitting for this sample: Engaged (49%), Moderate (39%), and Burned-out (12%). Profiles remained relatively stable, with the highest probabilities for students remaining in the same group (57%–76%). Students in the Engaged profile achieved significantly higher mathematics performance, while those in the Burned-out profile showed the lowest performance. No gender differences were found in profile membership. These findings highlight that engagement and burnout patterns take shape already in elementary school and are closely tied to academic achievement, underscoring the importance of supporting school-related well-being early to secure both learning and sustained well-being. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Developmental Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Student engagement and burnout profiles among elementary school students – stability and relations to academic performance.
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  Data: <searchLink fieldCode="AR" term="%22Österholm%2C+Linda%22">Österholm, Linda</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Widlund%2C+Anna%22">Widlund, Anna</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Korhonen%2C+Johan%22">Korhonen, Johan</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Developmental+Psychology%22">European Journal of Developmental Psychology</searchLink>. May2026, Vol. 23 Issue 3, p324-342. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+burnout%22">Psychological burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Sociology%29%22">Gender differences (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined engagement and burnout profiles among elementary students, their stability across one school year, and associations with mathematics performance and gender. Longitudinal data were collected from 870 students in Grades 4–6 (Ngrade4 = 301, Ngrade5 = 281, Ngrade6 = 288) during the 2022–2023 academic year. LPA revealed that a three-profile solution was best fitting for this sample: Engaged (49%), Moderate (39%), and Burned-out (12%). Profiles remained relatively stable, with the highest probabilities for students remaining in the same group (57%–76%). Students in the Engaged profile achieved significantly higher mathematics performance, while those in the Burned-out profile showed the lowest performance. No gender differences were found in profile membership. These findings highlight that engagement and burnout patterns take shape already in elementary school and are closely tied to academic achievement, underscoring the importance of supporting school-related well-being early to secure both learning and sustained well-being. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of European Journal of Developmental Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193754169
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/17405629.2026.2650285
    Languages:
      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 324
    Subjects:
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Psychological burnout
        Type: general
      – SubjectFull: Mathematical ability testing
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Well-being
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Gender differences (Sociology)
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
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      – TitleFull: Student engagement and burnout profiles among elementary school students – stability and relations to academic performance.
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            NameFull: Österholm, Linda
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            NameFull: Widlund, Anna
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            NameFull: Korhonen, Johan
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            – D: 01
              M: 05
              Text: May2026
              Type: published
              Y: 2026
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              Value: 23
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            – TitleFull: European Journal of Developmental Psychology
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