According to Eccles, 2005; Haase, Heckhausen, & Silbereisen, 2011; Salmela-Aro & Nurmi,

1997a; Vasalampi, Nurmi, Jokisaari, & Salmela-Aro, 2012; Vasalampi, Salmela-Aro, & Nurmi,
2009, throughout their school years, teenagers face several school-related, such as evolution
from lower secondary to higher secondary education, or from higher secondary to further studies.
Transitions are significant juncture in which both motivational and interpersonal factors are
likely to play a fundamental role. First, teenagers own education-related goal motivation has
been shown to play an important responsibility in their success in fully big business with these
transitions, Second, self-determination theory (SDT) suggests that one’s motivation is channeled
by significant others (Deci & Ryan, 2000). In the past few years, there has been a growing focus
on burnout, especially in professions related to helping others. Burnout seems to be happening
when people are overwhelmed by the demands of interacting with others on the job, leading to
changes in how they feel and act towards others. Burnout is especially described as a condition
of feeling emotionally drained detached from others, and lacking a sense of personal
achievement, which can affect people who work with others in various ways (Maslach and
Jackson, 1986, 1984a). Numerous research studies have conducted to investigate the causes and
outcomes of burnout, which revolves around three main aspects. Emotional exhaustion pertains
to the feelings of being emotionally drained and overwhelmed by interactions with others.
Depersonalization involves developing an unfeeling and callous response towards these
individuals, often the ones receiving care or service. Lastly, reduced personal accomplishing
signifies a decline in one’s sense of competence and successful achievement in their work with
others (see Maslach and Jackson, 1986).
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