000089799 001__ 89799
000089799 005__ 20220405150413.0
000089799 0247_ $$2doi$$a10.1007/s12144-019-00333-7
000089799 0248_ $$2sideral$$a112552
000089799 037__ $$aART-2019-112552
000089799 041__ $$aeng
000089799 100__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza
000089799 245__ $$aExamining the psychometric properties of the burnout clinical subtype questionnaire (BCSQ-12) in secondary school teachers
000089799 260__ $$c2019
000089799 5060_ $$aAccess copy available to the general public$$fUnrestricted
000089799 5203_ $$aBased on Farber’s burnout proposal, the first aim of this study was to examine the psychometric properties of the short version of the Burnout Clinical Subtype Questionnaire (BCSQ-12) in secondary school teachers. The second aim of the study was to examine possible differences in the burnout subtypes in terms of gender, type of school, and teaching experience. Two different samples of 584 (M¿=¿45.04; 43% males) and 106 (M¿=¿45.50; 40% males) secondary school teachers participated in the study. Results obtained from both the exploratory structural equation modeling (ESEM) and the confirmatory factor analysis (CFA) supported the three-factor structure of the BCSQ-12, comprised of overload, lack of development, and neglect. Further, the BCSQ-12 showed adequate composite reliability. The negative relationships between the three-factor structure of burnout, teachers’ basic psychological need satisfaction, and teachers’ job satisfaction provide evidence of the nomological validity of BCSQ-12. Finally, female teachers, state school teachers, and experienced teachers reported a greater risk of suffering one or more of these three burnout subtypes. Theoretical, methodological, and practical contributions of the BCSQ-12 are discussed, highlighting the importance of assessing the three burnout subtypes separately.
000089799 536__ $$9info:eu-repo/grantAgreement/ES/MINECO/EDU2013-42048-R
000089799 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000089799 590__ $$a2.051$$b2019
000089799 592__ $$a0.506$$b2019
000089799 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b46 / 138 = 0.333$$c2019$$dQ2$$eT2
000089799 593__ $$aPsychology (miscellaneous)$$c2019$$dQ2
000089799 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000089799 700__ $$0(orcid)0000-0002-2077-1983$$aSevil-Serrano, Javier$$uUniversidad de Zaragoza
000089799 700__ $$0(orcid)0000-0001-5677-1662$$aMontero-Marín, Jesús
000089799 700__ $$0(orcid)0000-0002-7076-6621$$aJulián, José Antonio$$uUniversidad de Zaragoza
000089799 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza
000089799 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000089799 773__ $$g40 (2019), 3809–3826$$pCurr. psychol.$$tCurrent Psychology$$x1046-1310
000089799 8564_ $$s590940$$uhttps://zaguan.unizar.es/record/89799/files/texto_completo.pdf$$yPostprint
000089799 8564_ $$s298050$$uhttps://zaguan.unizar.es/record/89799/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000089799 909CO $$ooai:zaguan.unizar.es:89799$$particulos$$pdriver
000089799 951__ $$a2022-04-05-14:35:38
000089799 980__ $$aARTICLE