Parental burnout of parents of primary school students: an analysis from the perspective of job demands-resources

Abstract

Objective: Based on the theory of Job Demands-Resources, this study has been set out to examine how parenting demands, parenting resources affect parental burnout of primary school students’ parents. Methods: An online survey with four scales (Parenting Stress Scale, Perceived Family Support Scale, Psychological Resilience Scale and Parental Burnout Scale) was completed by 600 parents of students from three primary schools in Central China. Structural equation models were implemented. Results: Parenting stress had a positive impact on parental burnout (β = 0.486, p < 0.001). Both perceived family support (β = −0.228, p < 0.001) and psychological resilience (β = −0.332, p = 0.001) had a negative impact on parental burnout. Perceived family support played a moderating role between parenting stress and parental burnout (β = −0.121, p < 0.001). Psychological resilience also played a moderating role between parenting stress and parental burnout (β = −0.201, p < 0.001). Psychological resilience partially mediated the relationship between perceived family support and parental burnout. The total effect was −0.290, with 95% CI (−0.350, −0.234). Direct effect was −0.228, with 95% CI (−0.283, −0.174), and indirect effect was −0.062, with 95% CI (−0.092, −0.037). Conclusion: Parental burnout may be reduced by increasing family support and self-improvement of psychological resilience. In the same way, the impact of parenting stress on parental burnout may be buffered under high-pressure situations.