Adolescent girls' and boys' academic burnout and its associations with cognitive emotion regulation strategies

Figures & data

Table 1. Fit indices for multigroup measurement models and results of χ²-difference tests.

	χ^2	df	p	χ^2/df	CFI	RMSEA	BIC	AIC	Δχ^2	Δdf	p
BurnoutT1
Model 0	22.64	18	.205	1.258	0.990	0.042	5896.98	5763.76
Model 1	25.78	23	.311	1.121	0.994	0.028	5871.15	5756.43	2.67	5	.750
Model 2	34.85	28	.174	1.245	0.985	0.040	5852.28	5756.07	9.63	5	.086
BurnoutT2
Model 0	41.01	18	.002	2.278	0.949	0.095	5542.97	5411.35
Model 1	45.80	23	.003	1.991	0.949	0.083	5519.20	5405.86	4.51	5	.478
Model 2	50.55	28	.006	1.805	0.950	0.075	5495.29	5400.23	4.37	5	.497
Full model
Model 0	664.51	472	.000	1.408	0.927	0.050	21335.05	20669.09
Model 1	679.44	491	.000	1.384	0.929	0.049	21240.34	20646.28	15.19	19	.711
Model 2	703.00	510	.000	1.378	0.927	0.048	21154.38	20632.22	23.94	19	.200

Note. Model 0 – unrestricted baseline model, model 1 – metric measurement invariance, model 2 – scalar measurement invariance; CFI: Comparative Fit Index; RMSEA: root mean square error of approximation; BIC: Bayesian information criterion; AIC: Akaike information criterion.

Table 2. Descriptive statistics and internal consistencies for girls and boys.

Measured construct	M	SD	Min	Max	1	2	3	4	Cronbach’s α
1. Academic burnout, Time 1
Girls	3.70	1.17	1	6	–				0.88
Boys	3.36	0.99	1	6	–				0.81
2. Academic burnout, Time 2
Girls	3.93	1.11	1	6	0.65**	–			0.85
Boys	3.60	0.96	1	6	0.55**	–			0.83
3. Refocus on planning
Girls	3.46	0.88	1	5	−0.11	−0.24**	–		0.82
Boys	3.37	0.81	1	5	−0.09	0.10	–		0.81
4. Positive refocusing
Girls	2.59	1.02	1	5	−0.16*	−0.16	0.42**	–	0.87
Boys	2.80	0.87	1	5	0.00	0.02	0.30**	–	0.79
5. Rumination
Girls	3.16	0.90	1	5	0.30**	0.32**	0.25**	−0.11	0.75
Boys	2.63	0.76	1	5	0.34**	0.27**	0.42**	0.08	0.76

Note. *p < .05; **p < .01; statistically significant differences between girls and boys are highlighted in bold.

Figure 1. Results of the Multigroup Model. Note. Standardised coefficients (girls/boys) for the relationships between burnout, refocus on planning, positive refocusing, and rumination at Time 1 and burnout at Time 2 are presented. Measured indicators and residual variances, as well as coefficients that did not reach statistical significance (p<.05) either for girls or for boys, were omitted for clarity reasons. ***p ≤ .001; **p ≤ .01; *p < .05.