Stress and burnout: The significant difference.

By A. Pines, G. Keinan. 2005

308 citations recorded by the source corpus.

Subfields: General Health Professions, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/305f5d54e0f024b1a26847b3695d0d5735a44943

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Health Professions

1. E. Lambert
2. N. Hogan
3. M. Griffin
4. R. Horner
5. Shannon M. Barton‐Bellessa
6. D. Baker
7. Shanhe Jiang
8. D. Kleiber

In Organizational Behavior and Human Resource Management

1. N. Hogan
2. E. Lambert
3. M. Griffin
4. Shanhe Jiang
5. D. Kleiber
6. B. Gusy
7. Sabine Stark
8. Franziska Wörfel

In Social Psychology

1. E. Lambert
2. Scott W. Ross
3. Natalie Romer
4. M. Griffin
5. R. Horner
6. D. Baker
7. D. Kleiber
8. B. Gusy

Citations in the corpus

• Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “Research from this perspective has shown that chronically high levels of stress do not necessarily lead to burnout when the work is still believed to be important (Pines 2002; Pines and Keinan 2005).”
• Exploring the Relationship Between Social Support and Job Burnout Among Correctional Staff (2010, background): “If not, they are at a higher risk of becoming burned out (Pines & Keinan, 2005).”
• The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum (2009, unknown): “Professional burnout is a psycholog ical response that results from repeated expo sure to stressors in the workplace environ ment, as opposed to responses triggered by acute stressors (Boles, Dean, Ricks, Short, & Wang, 2000; Kokkinos, 2006; Pines & Keinan, 2005).”
• Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports (2012, background): “Burnout is defined as the result of repeated exposure to job-related stressors (Maslach, Schaufeli, & Leiter, 2001; Pines & Keinan, 2005).”
• Occupational stress, supervisor support, job satisfaction, and work-related burnout: perceptions of Turkish National Police (TNP) members (2017, background): “In terms of the effects of burnout on valued organizational outcomes, Pines and Keinan (2005) reported a correlation between burnout and such employee attitudes towards the police organization as job dissatisfaction and intent to leave.”
• Effects of support on stress and burnout in school principals (2016, background): “Pines and Keinan (2005) found that burnout and strain are both adverse responses to job stressors, but that they have different antecedents, correlates and consequences.”
• Examining the Relationship Between Supervisor and Management Trust and Job Burnout Among Correctional Staff (2012, background): “Researchers have also found that job stress has been linked with increased levels of correctional staff burnout, but again, the two remained separate concepts (Garner et al., 2007; Keinan & Malach-Pines, 2007; Maslach & Leiter, 1997; Pines & Keinan, 2005; Whitehead, 1989).”
• The Role of Job Demands and Job Resources in the Development of Emotional Exhaustion, Depression, and Anxiety Among Police Officers (2018, background): “On an organizational level, burnout mediates the relationship between job demands and counterproductive work behaviors among police officers (Smoktunowicz et al., 2015) and is associated with job dissatisfaction as well as desires to leave the job (Pines & Keinan, 2005).”
• Job Involvement, Job Stress, Job Satisfaction, and Organizational Commitment and the Burnout of Correctional Staff (2010, background): “It is important to note that Pines and Keinan (2005) reported that this is one of the differences between stress and burnout.”