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Updated: May 2, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
School burnout and engagement in the context of demands-resources model
Katariina Salmela-Aro1, Katja Upadyaya
1University of Helsinki, Finland; University of Jyväskylä, Finland.
Background:
A four-wave longitudinal study tested the demands-resources model in the school context.
Aim:
To examine the applicability of the demands-resources to the school context.
Method:
Data of 1,709 adolescents were gathered, once during the transition from comprehensive to post-comprehensive education, twice during post-comprehensive education, and once 2 years later.
Results:
The hypotheses were supported, path analysis showing that study demands were related to school burnout a year later, while study resources were related to schoolwork engagement. Self-efficacy was positively related to engagement and negatively to burnout. School burnout predicted schoolwork engagement negatively 1 year later. Engagement was positively related to life satisfaction 2 years later, while burnout was related to depressive symptoms. Finally, burnout mediated the relationship between study demands and mental health outcomes.
Conclusions:
The demands-resources model can usefully be applied to the school context, including the associations between school-related burnout and engagement among adolescents. The model comprises two processes, the energy-depleting process and the motivational process.
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