Table 2.

Survey items

Variable	Items
Academic burnout
Engagement	1. I find my studies to be a positive challenge.
	2. This is the only field of study that I can imagine myself doing.
	3. I always find new and interesting aspects in my studies.
	4. I feel more and more engaged in my studies.
	5. It happens more and more often that I think about my studies in a negative way.a)
	6. Sometimes I feel sickened by my studies.a)
	7. Over time, I can see myself becoming disconnected from this type of studies.a)
	8. Lately, I tend to think less about my school tasks and do them almost mechanically.a)
Exhaustion	1. I can tolerate the pressure of my classes very well.a)
	2. When I engage in school work, I usually feel energized.a)
	3. When I am studying or doing school work, I often feel emotionally drained.
	4. Usually I can manage the amount of my school work very well.a)
	5. After class/school work, I usually feel worn out and weary.
	6. After my class/school work, I have enough energy for my leisure activities.a)
	7. There are days when I feel tired before arriving at school.
	8. After class/school work, I tend to need more time than in the past to relax and feel better.
Basic psychological needs
Autonomy	1. In my program, I feel free to make decisions.
	2. In my program, I can use my judgment when solving problems.
	3. In my program, I can take on responsibilities.
	4. In my program, I feel free to execute tasks in my own way.
Competence	1. In my program, I have the ability to do my work well.
	2. In my program, I feel competent.
	3. In my program, I am able to solve problems.
	4. I succeed in my program.
Relatedness	1. When I am with the people from my program, I feel understood.
	2. When I am with the people from my program, I feel heard.
	3. When I am with the people from my program, I feel as though I can trust them.
	4. When I am with the people from my program, I feel I am a friend to them.
Self-compassion	1. When I fail at something important to me, I become consumed by feelings of inadequacy.a)s
	2. I try to be understanding and patient toward those aspects of my personality that I do not like.
	3. When something painful happens, I try to take a balanced view of the situation.
	4. When I am feeling down, I tend to feel like most other people are probably happier than I am.a)
	5. I try to see my failings as part of the human condition.
	6. When I am going through a very hard time, I give myself the caring and tenderness I need.
	7. When something upsets me, I try to keep my emotions in balance.
	8. When I fail at something that is important to me, I tend to feel alone in my failure.a)
	9. When I am feeling down, I tend to obsess and fixate on everything that is wrong.a)
	10. When I feel inadequate in some way, I try to remind myself that feelings of inadequacy are shared by most people.
	11. I am disapproving and judgmental about my flaws and inadequacies.a)
	12. I am intolerant and impatient towards those aspects of my personality that I do not like.a)
Leisure-time exercise	In a typical week, how many times do you do the following kinds of exercise for more than 15 minutes during your free time?
		1. Mild exercise (minimal effort; e.g., easy walking, yoga, golf, snow-mobiling, etc.)
		2. Moderate exercise (not exhausting; e.g., fast walking, easy bicycling, easy swimming, dancing, badminton, etc.)
		3. Strenuous exercise (heart beats rapidly; e.g., running, hockey, basketball, cross-country skiing, long-distance bicycling, vigorous swimming, heavy weights lifting, etc.)
Achievement goals
Performance approach	1. I prefer to work on tasks where I can show my competence to others.
	2. I enjoy when others in my program are aware of how well I am doing.
	3. I like to show that I can perform better than others in my program.
	4. I try to figure out what it takes to prove my ability to others in my program.
Performance avoidance	1. I prefer to avoid situations in my program where I might perform poorly.
	2. I am concerned about taking on a task if my performance would reveal that I had low ability.
	3. Avoiding a show of low ability is more important to me than learning a new skill.
	4. I would avoid taking on a new task if there was a chance that I would appear incompetent to others.
Mastery approach	1. When given a choice, I am willing to select challenging assignments from which I can learn a lot.
	2. I am willing to step out of my comfort zone if it will help me develop my competence.
	3. I often look for opportunities to develop new skills and knowledge.
	4. I enjoy difficult tasks in my program where I will learn new skills.
Mastery avoidance	1. In my program, I focus on not doing worse than I have done in the past.
	2. I just hope I am able to master just enough skills so I am competent in my work.
	3. In my program, I often feel that I am unable to master what is necessary to do my work.
	4. I avoid taking on new tasks when I am not sure I will be able to master them.
	5. I often find myself focused on avoiding making mistakes.
	6. In my program, I often think that I have missed learning the skills necessary to do my work.
	7. When I am engaged in a task at school, I often think about what I need to do to not mess up.

^a)indicates reverse-coded items.