Keyword: «emotional exhaustion»

the article discusses the problem of emotional burnout among university students. The key risk factors for burnout are analyzed, among which special attention is paid to perfectionism and low stress tolerance. The psychological structure of these phenomena and their interrelation with educational activity are revealed. The role of achievement motivation in the formation of burnout symptoms is considered separately. The results of modern empirical research are presented, demonstrating correlations between perfectionist attitudes, stress tolerance, motivational profiles of students and the severity of burnout components.

The closed educational environment of departmental higher education institutions of the Ministry of Internal Affairs of Russia generates a qualitatively distinct psychological mode that is not described by classical models of burnout. The article addresses the emotional burnout syndrome as conceptualized in the models of C. Maslach and V.V. Boyko, manifested in cadets as a specific phenomenon of the psychology of learning. The aim of the article is to theoretically substantiate and empirically test the authors' concept of "educational-service dissonance" as a psychological-pedagogical mechanism of burnout syndrome development in cadets. In a sample of 120 cadets of the 1st, 3rd and 5th years, an inverted U-shaped pattern of burnout indicators was identified, with a peak during the third year of study and a predominance of the resistance phase; this establishes the second and third years as a critical window for pedagogical and psychological intervention.