Psychometric properties and usefulness of the Maslach Burnout Inventory-Student Survey among secondary school adolescents in Morocco

Abstract

Burnout is a common disorder with adverse health and psychological effects. This phenomenon among adults in occupational settings is extensively recognized and thoroughly documented. In more contemporary studies, burnout has also been discerned within the populations of secondary school students. The use of the Maslach Burnout Inventory-Student Survey (MBI-SS) to assess burnout in the academic context has recently increased. However, no validated instrument exists for evaluating this syndrome in Moroccan secondary schools. The current study examined the factor structure and reliability of the Arabic version of the Maslach Burnout Inventory-Student Survey (MBI-SS) among a sample of Moroccan secondary school adolescents. A total of 1166 public secondary school students from the Rabat Sale Kenitra Region (Morocco) were included. A total of 40.9% of the boys and 59.1% of the girls (M=17.15, SD=1.328) responded to an Arabic translated version of the MBI-SS. Descriptive, exploratory, and confirmatory factor analyses were conducted on the collected data by measuring the chi-square ratio and degree of freedom χ2/DF, comparative fit index (CFI), normed fit index (NFI), Tucker‒Lewis index (TLI), and root mean square error of approximation (RMSEA). The exploratory and confirmatory factor analysis supported a model with 15 items showing the three-dimensional structure of this scale: emotional exhaustion, cynicism, and academic efficacy, with values of χ2/DF= 3.26, CFI = .955, NFI = .937, TLI = .938, and RMSEA = .045. These subscales generally indicate satisfactory psychometric qualities. These results show that the Arabic-translated MBI-SS instrument has an excellent factor structure and internal consistency. The findings underscore the importance of addressing burnout in education settings. This allows clinicians to assess this problem quickly in Moroccan adolescents and researchers to develop theoretical knowledge on this phenomenon. ultimately aiding in the development of targeted interventions and fostering healthier academic environments.