Student Burnout and Dropout: A Systematic Review and Meta-Analysis

Dropping out of education has serious and possibly life-long implications for students. Researchers have therefore dedicated much time and effort to determining factors that may predispose students to dropout. One such factor is burnout. Student burnout is a multidimensional syndrome of exhaustion from studying, cynicism directed to one’s study, and reduced efficacy in relation to academic work (e.g., Schaufeli et al. 2002). Research has attested to its relevance for the experiences of students (e.g., Madigan & Curran, 2021). Although student burnout has been examined extensively, our understanding of its implications for dropout are currently unclear. Consequently, the aim of the present review is to provide the first systematic review and meta-analysis of the relationship between student burnout and dropout. In doing so, to provide a comprehensive understanding of this relationships, we focus on both direct (actual attrition) and indirect measures (e.g., intentions to quit) of dropout.