THE CONTRIBUTION OF MENTAL STATES TO THE FORMATION OF EMOTIONAL BURNOUT AMONG WORKING STUDENTS AND TEACHERS

Abstract

The tendencies of studying the syndrome of emotional burnout in domestic and foreign studies are revealed. The contribution of the characteristics of communicative professions, the mental states of teachers to the formation of emotional burnout, psychophysical, interpersonal problems, and the impact on the quality of educational results is shown. The purpose of the study is to identify the relationship between the structural components of mental states and subfactors and the integral index of emotional burnout. The objectives of the study included the theoretical study of the problem in modern psychological, pedagogical and medical research; detection of the specificity of the relationship of various aspects of mental states (depression, anxiety, stress, psychological discomfort) with subfactors of the burnout syndrome. Methods and methodology. Classical methods of research and mathematical and statistical processing of information obtained by testing on the scales DASS-21 S. Lovibond, P. Lovibond, DERS K. L. Gratz, L. Roemer, GNQ-28 D.P. Goldberg, V. Hiller, R. Williams, MBI questionnaire С. Maslach, S. Jackson. Results. The integral indicator of emotional burnout in most teachers is recorded at medium and high levels. The structure of emotional burnout is dominated by signs of depersonalization and reduction (in novice teachers) and emotional exhaustion (in experienced teachers). Markers have been found that indicate the vulnerability of teachers with different experience in teaching to the formation of the syndrome of emotional burnout and its components. Among them are severe prolonged stress, a decrease in tonic and tension characteristics of mental states, somatic symptoms, and emotional destabilization. Scope of the results. The results of the study complement the characteristics of the burnout syndrome and the role of mental states in its development. The data can be used in the development of a conceptual apparatus, the selection of intervention strategies, and the preparation of a program of measures to prevent burnout syndrome in an educational organization.