| Category | Details |
|---|---|
| Alternate Test Names | Adolescent Burnout Scale |
| Acronyms | ABS |
| Test Type | Translation |
| Instrument Type | Inventory/Questionnaire |
| Construct | Academic Burnout |
| Purpose | To identify key characteristics of academic burnout in the Kazakhstani context. |
| Description | The Academic Burnout Scale–Kazakhstani Version (Zhou et al., 2024) is a translation of the Chinese language Adolescent Learning Burnout Scale (ABS; Wu et al., 2010). Developed to assess academic burnout among secondary school students in China and Kazakhstan, it involved translation and back-translation into Kazakh and Russian. Translation differences were resolved through discussion among experts. Results on reliability and factor structure were reported. |
| Author | Zhou, Mi; Ye, Baojuan; Mynbayeva, Aigerim; Yong, Lin; Assilbek, Nurtang |
| Affiliation | Zhou, Mi: Department of Pedagogy and Educational Management, Al-Farabi Kazakh National UniversityYe, Baojuan: Center of Mental Health Education and Research, Jiangxi Normal UniversityMynbayeva, Aigerim: Department of General and Applied Psychology, Al-Farabi Kazakh National UniversityYong, Lin: School of Psychology, Northwest Normal UniversityAssilbek, Nurtang: Al-Farabi Kazakh National University |
| [email protected] | |
| Test Year | 2024 |
| Files | No file is available for download. |
| Format | Items rated on a five-point Likert scale (1 = not at all true, 5 = definitely true). Higher scores indicate greater academic burnout. |
| Administration Method | Electronic |
| Test Items Available | No. Contact the corresponding author or publisher for access. |
| Number of Items | 16 |
| Factors and Subscales | Subscales include Emotional Exhaustion, Learning Cynicism, and Reduced Efficacy. |
| Reliability | Internal Consistency: Cronbach’s alpha for subscales and total scores (Kazakhstani sample) were: Emotional Exhaustion (.76), Learning Cynicism (.81), Reduced Efficacy (.76), and Total Score (.86). |
| Validity | Not indicated. |
| Factor Analysis | Confirmatory Factor Analysis showed acceptable fit indices for a three-factor model (e.g., CFI > 0.90, TLI > 0.90). Measurement Invariance testing indicated the total academic burnout score was invariant across Chinese and Kazakhstani cultures for item-factor combinations and factor loadings but differed in item thresholds. |
| Test Methodology | Test Reliability; Internal Consistency; Factor Analysis; Confirmatory Factor Analysis; Measurement Invariance |
| Population Group | Human; Male; Female |
| Age Group | Childhood (6–12 yrs); Adolescence (13–17 yrs); Adulthood (18+ yrs) |
| Population Details | Ages 11–19; Secondary School Students; Locations: China and Kazakhstan |
| Reference | Zhou, M., Ye, B., Mynbayeva, A., Yong, L., & Assilbek, N. (2024). A cross-cultural comparison of academic burnout among Chinese and Kazakhstani secondary students. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 43(21), 19140–19152. https://doi.org/10.1007/s12144-024-05733-y |
Cite this article
Mohammed looti (2026). Academic Burnout Scale–Kazakhstani Version (ABS). PSYCHOLOGICAL SCALES. Retrieved from https://scales.arabpsychology.com/s/academic-burnout-scale-kazakhstani-version-abs/
Mohammed looti. "Academic Burnout Scale–Kazakhstani Version (ABS)." PSYCHOLOGICAL SCALES, 4 Apr. 2026, https://scales.arabpsychology.com/s/academic-burnout-scale-kazakhstani-version-abs/.
Mohammed looti. "Academic Burnout Scale–Kazakhstani Version (ABS)." PSYCHOLOGICAL SCALES, 2026. https://scales.arabpsychology.com/s/academic-burnout-scale-kazakhstani-version-abs/.
Mohammed looti (2026) 'Academic Burnout Scale–Kazakhstani Version (ABS)', PSYCHOLOGICAL SCALES. Available at: https://scales.arabpsychology.com/s/academic-burnout-scale-kazakhstani-version-abs/.
[1] Mohammed looti, "Academic Burnout Scale–Kazakhstani Version (ABS)," PSYCHOLOGICAL SCALES, vol. X, no. Y, ص Z-Z, April, 2026.
Mohammed looti. Academic Burnout Scale–Kazakhstani Version (ABS). PSYCHOLOGICAL SCALES. 2026;vol(issue):pages.