Les élèves qui présentent des problèmes de comportements extériorisés au primaire représentent un enjeu important pour l’école et la société québécoise, car ils sont plus à risque de rencontrer des difficultés d’adaptation psychosociales tout au long de leur parcours scolaire et en début d’âge adulte. Il est donc nécessaire d’étudier les facteurs du contexte scolaire qui en permettent le développement, le maintien et l’exacerbation, afin de trouver de nouveaux leviers d’intervention. Cette étude s’intéresse donc à l’épuisement professionnel des enseignants, un facteur susceptible d’influencer le comportement des élèves en classe, mais pour lequel encore peu de recherches ont été effectuées. À l’aide d’un devis longitudinal, l’objectif de cette étude était dans un premier temps d’examiner si l’épuisement professionnel des enseignants est associé à l’augmentation des problèmes de comportements extériorisés chez des élèves du 2e et 3e cycle du primaire, et, dans un deuxième temps, de déterminer si cette association est modérée par la qualité de la relation maître-élèves. Des analyses de régressions hiérarchiques ont été effectuées auprès de deux échantillons se différenciant uniquement par le caractère multiethnique des élèves qui composent l’un d’eux. Les données du premier échantillon ont été recueillies dans sept écoles primaires francophones de la Montérégie auprès de 735 élèves et de leurs 43 enseignants titulaires. Les données du second échantillon ont été recueillies dans cinq écoles primaires francophones de l’île de Montréal auprès de 616 élèves et de leurs 64 enseignants titulaires. Les résultats de cette étude suggèrent que l’épuisement professionnel des enseignants est associé à une augmentation des problèmes de comportements extériorisés chez les élèves. Les résultats ne permettent toutefois pas de conclure à un rôle modérateur généralisé de la relation maître-élèves. À la vue des résultats, nous suggérons que les psychoéducateurs puissent prévenir et atténuer les signes d'épuisement professionnel chez les enseignants, notamment par la pratique du rôle-conseil auprès des enseignants et de la direction, par l'animation d'ateliers de développement professionnel et par la mise en place de programmes d'interventions. / Students with externalized behavioral problems in elementary school represent an important issue for Québec schools and society. Indeed, they are more at risk to encounter psychosocial difficulties throughout their school career and at the start of their adulthood. Consequently, to find new possible interventions, it is necessary to study factors of school context that allow development, maintenance, and exacerbation of these behaviors. This study therefore focuses on teacher burnout, a factor that may influence student behavior in the classroom, but on which little research has been done. With a longitudinal design, the aim of this study was first to assess whether teacher burnout is associated with increase in externalized behavioral problems among students in 2nd and 3rd cycle of elementary school. Secondly, we aimed to determine if this association is moderated by the quality of the teacher-student relationship. Hierarchical regression analyzes were performed on two samples differing by their multiethnic composition. Data from the first sample were collected of 735 students and their 43 teachers, in seven francophone elementary schools of Montérégie. Data from the second sample were collected of 616 students and their 64 teachers, in five francophone elementary schools of Montréal. Results suggest that teacher burnout is associated with an increase in externalized behaviors among students. However, results do not allow to conclude a generalized moderating role of the teacher-student relationship. Implications of the results for research and psychoeducational practice are discussed. We suggest that psychoeducators can prevent and reduce the signs of professional burnout among teachers by practicing an advisory role with teachers and management, by leading professional development workshops and by setting up intervention programs.

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El objetivo de la presente investigación fue analizar la relación entre metas académicas (de aprendizaje, reconocimiento y logro) y el cansancio emocional e identificar diferencias según sexo en 214 estudiantes (M=53% y H=47%), pertenecientes a primer (23%), segundo (21%), tercer (25%) y cuarto (31%) ciclo de universidades privadas de Lima, pertenecientes a, de la facultad de ingeniería (42%), comunicaciones (25%), ciencias de la salud (13%) y negocios (20%). Es una investigación empírica de carácter cuantitativo con una estrategia asociativa específicamente correlacional simple y otra estrategia comparativa. Los instrumentos que se utilizaron fueron el Cuestionario de Metas Académicas (CMA) y Escala de Cansancio Emocional (ECE). Los resultados mostraron relación estadísticamente significativa y directa entre las metas de reconocimiento y cansancio emocional (r = .21**, p< .05) en una magnitud débil (.10<rs<.29), por otra parte, las mujeres presentaron mayores puntajes en comparación a los hombres, siendo estas diferencias moderadas (rbis=.37) para cansancio emocional y pequeñas para metas de logro (rbis=.19). Se dedujo la importancia de educar a los estudiantes en función a la orientación de sus motivaciones con el fin de reducir la sensación de cansancio emocional, asimismo fortalecer el ámbito emocional en las mujeres para evitar el cansancio emocional que perciben. / The objective of this research was to analyze the relationship between academic goals (of learning, recognition and achievement) and emotional stress and to identify differences according to sex in 214 students (M = 53% and H = 47%), belonging to the first (23 %), second (21%), third (25%) and fourth (31%) semester of private universities in Lima, belonging to engineering (42%), communications (25%), health sciences (13%) and businesses (20%). It is an empirical investigation of a quantitative nature with a specifically correlational simple associative strategy and another comparative strategy. The instruments used were the “Cuestionario de Metas Académicas” (CMA) and the “Esacala de Cansancio Emocional” (ECE). The results showed a statistically significant and direct relationship between the goals of recognition and emotional stress (r= .21 **, p<.05) in a weak magnitude (.10 <rs <.29), on the other hand, women presented higher scores compared to men, these differences being moderate (rbis= .37) for emotional stress and small for achievement goals (rbis= .19). The importance of educating students based on the orientation of their motivations in order to reduce the feeling of emotional fatigue was deduced, as well as strengthening the emotional environment in women to avoid the emotional fatigue they perceive. / Tesis

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Объектом исследования явилось эмоциональное выгорание юристов различных специальностей. Предметом исследования стала различия в особенностях эмоционального выгорания юристов различных специальностей. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (75 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 78 страниц, на которых размещены 10 рисунков. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме понятия эмоционального выгорания в психической литературе. Представлены разделы, посвященные исследованию причин и факторов эмоционального выгорания, специфика труда юристов различных специальностей. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: тесту «Диагностика профессионального выгорания» К. Маслач, Тест-опросник «Определение уровня самооценки» С.В. Ковалев, «Диагностика уровня эмпатии» И.М. Юсупов. Также в главе представлен корреляционный и сравнительный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study was the emotional burnout of lawyers of various specialties. The subject of the study was the differences in the features of emotional burnout of lawyers of different specialties. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (75 sources) and an appendix, which includes forms of the applied methods. The volume of the master's thesis is 78 pages, on which 10 drawings are placed. The introduction reveals the relevance of the research problem, the development of the problem, sets the goal and objectives of the research, defines the object and subject of the research, formulates the main and additional hypotheses, specifies the methods and empirical base, as well as the stages of the research, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the topic of the concept of emotional burnout in mental literature. The sections devoted to the study of the causes and factors of emotional burnout, the specifics of the work of lawyers of various specialties are presented. The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It describes the organization and methods of the study and the results obtained by all the methods used: the test "Diagnosis of professional burnout" K. Maslach, the test-questionnaire "Determination of the level of self-esteem" S. V. Kovalev, "Diagnosis of the level of empathy" I. M. Yusupov. The chapter also presents a correlation and comparative analysis of the results of the study. The conclusions of chapter 2 include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized, the practical significance of the study is justified and possible prospects for further development of this problem are described.

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The aim of the research study, Combatting the Downward Spiral: Burnout, Support Networks and Coping Strategies of TESOL Teachers at Private Language Schools in Johannesburg, South Africa was firstly to determine whether TESOL teachers working in private language schools in Johannesburg, South Africa suffered from burnout. Secondly, the aim was to discover which factors caused stress for TESOL teachers inside and outside the classroom, what support structures were available for burned out TESOL teachers and the type of coping strategies TESOL teachers used to manage burnout. Using a mixed method design which consisted of the Maslach Burnout Inventory-Educators Survey and semi-structured interviews, the findings revealed that 46% of the TESOL teachers who participated in the research study were suffering from high levels of burnout. Interviews revealed three main areas that caused stress for TESOL teachers: the job of teaching, relationships at work and organisational and TESOL-related issues. These areas were divided further into various sub-themes. Furthermore, support structures for burned out TESOL teachers were generally inadequate and although TESOL teachers attempted to manage burnout by using a variety of coping strategies, these did not seem to be effective in the long-term. / English Studies / D. Lit. et Phil. (English)

The aim of this study was to investigate the relationship between burnout and work engagement among employees in the pharmaceutical distribution industry. The research conducted on these concepts was geared towards adding to the knowledge base in the field of industrial and organisational psychology, to enable the current organisation from which the sample was chosen and other organisations in South Africa to focus on the effect that burnout has on employees, which directly affects the company. A quantitative survey using primary data was conducted on a convenience sample (N = 204) of full-time employees in a South African pharmaceutical distribution company. The Maslach Burnout Inventory – General Survey model (MBI-GS) and the Utrecht Work Engagement Scale (UWES) model were used to gather data. The work engagement-burnout continuum has received a great deal of research attention (Maslach, Schaufeli, & Leiter, 2001; Schaufeli & Bakker, 2003; Schutte, Toppinen, Kalimo, & Schaufeli, 2000) that has produced contradicting results. One viewpoint regards the core constructs of work engagement and burnout as opposite poles of two continua (vigour-exhaustion and dedication-cynicism), labelled energy and identification, respectively (González-Romá, Schaufeli, Bakker, & Lloret, 2006). Work engagement is ”characterized by a high level of energy and strong identification with one’s work”, while burnout is ”characterized by the opposite: A low level of energy combined with poor identification with one’s work” (Schaufeli & Bakker, 2003, p. 5; Bakker, Schaufeli, Leiter, & Taris, 2008). Hence work engagement and burnout can be recognised as inseparable and co-dependent constructs that share more or less 10 to 25% of their variance and are moderately negatively related (Schaufeli & Bakker, 2004; Schaufeli, Salanova, González-Romá, & Bakker, 2002). The second viewpoint regards work engagement and burnout as being strongly related, but fundamentally different in their separation in the work experience. They are therefore not opposite poles of a continuum (Denton, Newton, & Bower, 2008; Huhtala & Parzefall, 2007; Rothmann & Joubert, 2007; Schaufeli & Bakker, 2004; Schaufeli et al., 2002). Work engagement is defined as a ”positive, fulfilling, work-related state of mind that is characterised by vigour, dedication, and absorption” (Schaufeli & Bakker, 2004, p. 295). Burnout, however, is defined by Maslach and Jackson (1981, p. 99) as a ”syndrome of emotional exhaustion and cynicism that occurs frequently amongst individuals who do ‘people-work’ of some kind”. The statistical results of this study confirmed the hypothesis. It was found that there is a significant relationship between burnout and work engagement. Burnout is indeed negatively related to work engagement in the contact centre. However, a definitive relationship between burnout and work engagement in the distribution centre was not established. / Industrial & Organisational Psychology / M. Comm. (Industrial Psychology)

Tant auprès des chercheurs que des praticiens, la socialisation organisationnelle semble représenter un sujet d’intérêt à l’heure actuelle (Fang, Duffy, & Shaw, 2011). Dans cette lignée, la présente thèse cherche à approfondir notre compréhension de la socialisation organisationnelle, afin d’en dresser un portrait plus complet et étayé, mais aussi d’y arrimer des pratiques porteuses pour les organisations et leurs employés. Plus précisément, les aspects relationnels inhérents au vécu des nouveaux employés, largement ignorés à ce jour dans la documentation (Ashforth, Sluss, & Harrison, 2007), sont examinés à partir de données recueillies à trois temps de mesure distincts auprès d’un échantillon de 224 nouveaux employés. Avec comme point de départ la théorie de l’échange social (Blau, 1964) et le concept de confiance affective (McAllister, 1995), le premier des deux articles qui composent la thèse démontre que, par rapport aux approches dites classiques (i.e., exprimant une vision cognitive de la socialisation organisationnelle), une approche relationnelle de la socialisation organisationnelle permet de mieux rendre compte du lien psychologique qui s’établit entre les nouveaux employés et l’organisation, alors que les approches cognitives classiques sont davantage explicatives de la performance des employés. Les deux approches semblent donc complémentaires pour expliquer l’adaptation des nouveaux employés. Le second article s’appuie sur la démonstration effectuée dans le premier article et cherche à approfondir davantage les aspects relationnels inhérents au vécu des nouveaux employés, de même que leur influence sur l’adaptation de ces derniers. À cette fin, la théorie de la conservation des ressources (Hobfoll, 1989) est considérée et l’engagement affectif (Meyer & Herscovitch, 2001) est mis de l’avant comme concept focal. Les résultats suggèrent que l’engagement affectif envers le supérieur compense pour un déclin de l’engagement affectif envers l’organisation, tel qu’il résulte d’un bris de la relation avec l’organisation. Les relations semblent donc, dans certaines circonstances, avoir une portée qui dépasse leurs protagonistes directs. La présente thèse démontre donc que les aspects relationnels inhérents au vécu des nouveaux employés ont une influence distincte, prépondérante et complexe sur leur adaptation en emploi. Ce faisant, elle s’insère dans un courant de recherche visant à remettre à l’avant-plan et mieux comprendre la sphère relationnelle dans les organisations (Ragins & Dutton, 2007). Les implications théoriques et pratiques qui en découlent seront discutées. / Both among researchers and practitioners, organizational socialization seems to be a topic of interest nowadays (Fang, Duffy, & Shaw, 2011). Along this line, the present thesis seeks to deepen our understanding of organizational socialization in order to provide a more complete and documented picture of it, but also to develop useful practices for organizations and their employees. Specifically, the relational aspects inherent to the experience of newcomers, largely ignored so far in the literature (Ashforth, Sluss, & Harrison, 2007), are examined using data collected at three points in time among a sample of 224 newcomers. Using social exchange theory (Blau, 1964) as a background and the concept of affective trust (McAllister, 1995), the first of the two articles that comprise the thesis shows that, compared with conventional approaches (i.e., expressing a cognitive view of organizational socialization), a relational approach to organizational socialization can better reflect the psychological bond that is established between newcomers and organizations, while conventional approaches are more explanatory of employee performance. The two approaches thus seem complementary to explain newcomer adjustment. The second article draws from the evidence reported in the first article and seeks to further deepen the relational aspects inherent to the experience of newcomers, as well as their influence on adjustment. To this end, conservation of resources theory (Hobfoll, 1989) is considered and affective commitment (Meyer & Herscovitch, 2001) is put forward as the focal concept. Results suggest that affective commitment to the supervisor compensates for a decline in affective commitment to the organization as resulting from a breach to individuals’ relationship with the organization. Relationships thus seem, under certain circumstances, to have an impact that goes beyond their direct protagonists. This thesis therefore demonstrates that the relational aspects inherent to the experience of newcomers have a distinct, prevailing and complex influence on their adjustment. In doing so, it is part of a research stream that tries to put forward and better understand the relational dynamics within organizations (Ragins & Dutton, 2007). Theoretical and practical implications will be discussed.