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Choi SY, Kim JH. Validity and reliability of the Korean version of the Digital Burnout Scale. Front Public Health 2024; 12:1386394. [PMID: 38887256 PMCID: PMC11180716 DOI: 10.3389/fpubh.2024.1386394] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2024] [Accepted: 05/23/2024] [Indexed: 06/20/2024] Open
Abstract
Objectives To investigate the factor structure and verify the validity and reliability of the Korean version of the Digital Burnout Scale (DBS) among Generation Z university students. Methodology The World Health Organization guidelines were employed in the forward and back translation, synthesis, cross-cultural adaptation, and pre-survey phases to result in the Korean version of the DBS. The Korean version was then used to collect data from 330 university students online. Construct, convergent, discriminant, and concurrent validity, and internal consistency were assessed. Findings The Korean version of the DBS had three subscales (digital aging, digital deprivation, and emotional exhaustion) and included 24 items. The results of the confirmatory factor analysis indicated adequate model fit indices. Convergent, discriminant, and concurrent validity were satisfactory. The Cronbach's ⍺ for the overall scale was 0.95. Conclusion The Korean version of the DBS has good reliability and validity and can be used as a tool to assess the level of risk of digital burnout and provide appropriate support and intervention. Implications The Korean version of the DBS will serve as a framework for developing healthy digital education by grasping individual characteristics. Longitudinal research is recommended to identify factors that cause digital usage and burnout for various age groups.
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Affiliation(s)
| | - Jung-Hee Kim
- College of Nursing, The Catholic University of Korea, Seoul, Republic of Korea
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Li J, Xue E, Liu Y. The Chain Mediating Role of Teachers' Job Stress in the Influence of Distributed School Leadership on Job Satisfaction: Evidence from China, the United States, England, and Australia. Behav Sci (Basel) 2024; 14:279. [PMID: 38667075 PMCID: PMC11047676 DOI: 10.3390/bs14040279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2024] [Revised: 03/22/2024] [Accepted: 03/22/2024] [Indexed: 04/29/2024] Open
Abstract
Distributed leadership has been shown to improve teacher job satisfaction and reduce teacher job stress. However, few studies have thoroughly explored the indirect effects of distributed leadership on increasing the teachers' burden in school administration and management, thereby increasing work stress, and decreasing job satisfaction. Data from the Teaching and Learning International Survey were analyzed to investigate the relationships among distributed school leadership, teachers' job stress, and job satisfaction. A total of 3976 teachers from 198 junior high schools in Shanghai, 2560 teachers from 166 junior high schools in the United States, 2376 teachers from 157 junior high schools in England, and 3573 teachers from 238 junior high schools in Australia were selected and examined using structural equation modeling. The results revealed that distributed school leadership directly predicted teachers' job satisfaction; teachers' job stress had an independent mediating effect on distributed leadership and teachers' job satisfaction, whereas teachers' time spent participating in school leadership had no mediating effect. We discuss the benefits of distributed school leadership on teachers' job satisfaction and the possible mechanisms for promoting it in practice.
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Affiliation(s)
| | - Eryong Xue
- Institute of International and Comparative Education, Beijing Normal University, Beijing 100875, China; (J.L.); (Y.L.)
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Chen B, Wang W, Yang S. The relationship between academic stress and depression among college students during the COVID-19 pandemic: a cross-sectional study from China. BMC Psychiatry 2024; 24:46. [PMID: 38216950 PMCID: PMC10785333 DOI: 10.1186/s12888-024-05506-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 01/08/2024] [Indexed: 01/14/2024] Open
Abstract
BACKGROUND The COVID-19 pandemic is a global public health crisis. During the COVID-19 pandemic, mental health has attracted great attention. However, there is a lack of research on the relationship between academic stress and depression in Chinese college students and its mechanisms. Therefore, this study investigated the mechanisms of coping style, sleep quality, and interpersonal relationship in academic stress and depression among college students. METHODS The cross-sectional study was conducted from May to June 2022 through face-to-face questionnaires with college students in Anhui Province, China. The questionnaires included sociodemographic information, the Simplified Coping Style Questionnaire, and the Self-Rating Depression Scale. Ordered logistic regression model was used to study the relationship between academic stress and depression of college students during the COVID-19 pandemic through the mechanism analysis of coping style, sleep quality and interpersonal relationship. RESULTS Two thousand thirty-three Chinese college students participated in the study, including 1,285 female and 748 male college students, with an average age 19.81 years old (SD = 1.22 years old). The results showed that (1) Academic stress had a significant impact on depression in college students under the background of COVID-19 (p < 0.01); (2) The influence of academic stress on depression had a difference in work experience as student cadres, which showed that college students who had served as student cadres were less affected by academic stress (p < 0.10), college students who had not served as student cadres were greatly affected by the academic stress (p < 0.05); (3) College students' attitudes toward COVID-19 significantly affected depression (p < 0.01); (4) Counselors' concern had a significant impact on college students' depression (p < 0.01); (5) Positive coping style, high quality sleep and good interpersonal relationship were the important mechanisms of the impact of academic stress on college students' depression. CONCLUSIONS This study provides new findings for in-depth understanding of the relationship between academic stress and depression among college students in China during the COVID-19 pandemic, which is conducive to the provision of targeted intervention measures for the mental health of college students.
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Affiliation(s)
- Baoling Chen
- School of Management, Hefei University of Technology, 193 Tunxi Rd, Hefei, Anhui, 230009, People's Republic of China.
- School of Finance and Public Administration, Anhui University of Finance & Economics, #962 Caoshan Road, Bengbu City, Anhui, China.
| | - Weiwei Wang
- Internal Medicine Department, The Third People's Hospital of Bengbu, No. 38, Shengli Middle Road, Bengbu City, Anhui, People's Republic of China
| | - Shanlin Yang
- School of Management, Hefei University of Technology, 193 Tunxi Rd, Hefei, Anhui, 230009, People's Republic of China
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González A, Achiardi O, Valencia M, Cabello-Verrugio C. Physical Activity, Burnout, and Engagement in Latin American Students of Higher Education During the COVID-19 Pandemic. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1408:83-99. [PMID: 37093423 DOI: 10.1007/978-3-031-26163-3_5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/25/2023]
Abstract
The coronavirus-disease-2019 (COVID-19) pandemic has had a devastating physical and psychological impact on society, especially on students. In this study, we describe the levels of physical activity (Physical-Activity-Questionnaire-Short-Form (IPAQ-SF)), Burnout (School-Burnout-Inventory for students (SBI-U)) and engagement (Utrecht-Work-Engagement-Scale-9 items (UWES-9S)) in a cohort of Latin American higher education students during the COVID-19 pandemic in 2020. We also determined whether physical activity, Burnout, and engagement are related according to gender and area of study. Self-reported data from 571 Latin American students (64.79% women, 34.15% men; average age 25.24 ± 5.52 years) were collected via an online survey questionnaire. Spearman correlation analyses evaluated the associations between physical activity, Burnout, and engagement. Comparative analyses by gender and field of study were also performed. The results showed no correlation or association in the linear regression between the IPAQ-SF and SBI-U scores or between the IPAQ-SF and the UWES-9S scores. By gender, men had higher IPAQ-SF scores (p < 0.05) and reported higher intensity physical activity than women, but women had higher SBI-U scores (p < 0.05). No difference was found between men and women according to the UWES-9S scores (p = 0.28). There was also no difference in IPAQ-SF scores (p = 0.29) regarding the field of study. Our results suggest that women perform less physical activity than men, which is consistent with higher Burnout. However, physical activity was not associated with Burnout or engagement overall, which indicates that it was insufficient to prevent emotional stress in Latin American higher education students during a pandemic.
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Affiliation(s)
- Andrea González
- Laboratory of Muscle Pathology, Fragility and Aging, Faculty of Life Sciences, Universidad Andres Bello, 8370146, Santiago, Chile
- Millennium Institute on Immunology and Immunotherapy. Faculty of Life Sciences, Universidad Andres Bello, Santiago, Chile
- Center for the Development of Nanoscience and Nanotechnology (CEDENNA), Universidad de Santiago de Chile, Santiago, Chile
| | - Oscar Achiardi
- Escuela de Kinesiología, Facultad de Ciencias, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Martina Valencia
- Escuela de Kinesiología, Facultad de Ciencias, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Claudio Cabello-Verrugio
- Laboratory of Muscle Pathology, Fragility and Aging, Faculty of Life Sciences, Universidad Andres Bello, 8370146, Santiago, Chile.
- Millennium Institute on Immunology and Immunotherapy. Faculty of Life Sciences, Universidad Andres Bello, Santiago, Chile.
- Center for the Development of Nanoscience and Nanotechnology (CEDENNA), Universidad de Santiago de Chile, Santiago, Chile.
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Jian X, Wijaya TT, Yu Q. Key Factors Affecting Mathematics Teachers' Well-Being and Stress Levels: An Extended Engagement Theory. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:548. [PMID: 36612870 PMCID: PMC9819505 DOI: 10.3390/ijerph20010548] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 12/18/2022] [Accepted: 12/23/2022] [Indexed: 06/17/2023]
Abstract
The mathematics teachers' profession often has many challenges. It also occupies important positions at the K-12 education level, in which mathematics knowledge is the basis of all scientific fields. This tends to cause high-stress levels and a negative effect on well-being. Mathematics teachers' well-being has been less examined, and therefore this study aims to determine the factors affecting mathematics teachers' well-being and stress levels. The 210 data points collected from Chinese mathematics teachers using a web-based questionnaire were analyzed for reliability and validity, then model fit and SEM were applied for model validation after removing 3 invalid data points and incomplete responses. The results showed that behavioral and cognitive engagements significantly affect teachers' well-being, while the affective engagement was insignificant. The TPMK was the strongest significant predictor that had a positive impact on improving well-being and reducing stress levels. In addition, the stress level of mathematics teachers was influenced by gender and age. Finally, it was proven that teachers' well-being significantly reduced stress levels. This study's implication was to provide information on how to reduce stress levels.
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Affiliation(s)
- Xin Jian
- School of Mathematics and Statistics, Guangxi Normal University, Guilin 541006, China
| | - Tommy Tanu Wijaya
- School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China
| | - Qingchun Yu
- School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China
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Song W, Wang Z, Zhang R. Classroom Digital Teaching and College Students' Academic Burnout in the Post COVID-19 Era: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:13403. [PMID: 36293983 PMCID: PMC9603840 DOI: 10.3390/ijerph192013403] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/28/2022] [Revised: 10/13/2022] [Accepted: 10/14/2022] [Indexed: 06/16/2023]
Abstract
The continued development of digital technology and its overuse in teaching and learning in the post-epidemic era have brought about digital health risks, which are associated with academic burnout among college students. This study focused on the relationship between classroom digital teaching and students' academic burnout and designed the Classroom Burnout Inventory (CBI) and the Classroom Burnout Causes Inventory (CBCI) to conduct a cross-sectional survey of 206 Chinese university students. Correlations and regression analyses were conducted between key factors and burnout values through a path model of "Digital teaching-Teaching & learning process-Causes subjects-Burnout". The results of the study show that an inappropriate and excessive use of unintegrated digital teaching and learning technologies in the classroom was positively correlated with academic burnout among college students. Burnout levels and the three manifestations were not correlated with students' gender, grade, and major. In terms of causes, the academic burnout of college students was more correlated with their own personal reasons than with external factors such as teachers, universities, and environments. Integrating digital technology platforms, enhancing teacher leadership in the digital classroom, and strengthening peer support and students' psychological resilience are all meaningful explorations of academic burnout prevention strategies.
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Affiliation(s)
- Wenlong Song
- School of International Relations, Beijing International Studies University, Beijing 100024, China
| | - Zihan Wang
- International Education College, Henan University, Kaifeng 475001, China
| | - Ruiqing Zhang
- School of Sociology and Population Studies, Renmin University of China, Beijing 100086, China
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Zurlo MC, Vallone F, Cattaneo Della Volta MF. Perceived Past and Current COVID-19-Stressors, Coping Strategies and Psychological Health among University Students: A Mediated-Moderated Model. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191610443. [PMID: 36012077 PMCID: PMC9408686 DOI: 10.3390/ijerph191610443] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 08/15/2022] [Accepted: 08/18/2022] [Indexed: 06/12/2023]
Abstract
The COVID-19-pandemic entailed abrupt/long-lasting changes in university students' lives, resulting in growing stress and stress-related outcomes. Although nowadays the pre-pandemic-life is gradually re-establishing, past-COVID-19-stressful experiences and strategies adopted to adjust to this condition may significantly impact students' current experiences. Therefore, the development of research exploring the complex interplay between perceived past/present COVID-19-related experiences, coping strategies, and psychological health currently reported by students is needed. This study simultaneously tests the associations between Past-COVID-19-stressors and Current-COVID-19-stressors as moderated by Coping Strategies and the associations between Past-COVID-19-stressors and Psychological Symptoms as mediated by Current-COVID-19-stressors. A mediated-moderated model was tested on 355 university students. COVID-19-Student-Stress-Questionnaire (CSSQ) was used to assess COVID-19-stressors. Two CSSQ-versions were used, one of which was adjusted to assess Past-COVID-19-stressors recalled from previous restrictive pandemic phases. Coping-Orientation-to-Problem-Experienced-New-Italian-Version and Symptom-Checklist-90-Revised were used to assess, respectively, Coping Strategies and Psychological Symptoms. Findings confirmed the hypothesized Mediated-Moderated Model. The effects of Past-COVID-19-stressors on Current-COVID-19-stressors were moderated by Coping Strategies, and the effects of Past-COVID-19-stressors on Psychological Symptoms were mediated by Current-COVID-19-stressors. Unique psychopathological risk profiles deriving from the interplay between specific past/present stressors and coping strategies were found. Researchers and clinicians can use these findings to develop updated research and timely evidence-based interventions fostering students' adjustment in the current period. Future research should further explore the impact of the complex interplay between perceived past/present COVID-19-related experiences and individual characteristics on psychological health conditions reported by people in the aftermath of the COVID-19 pandemic.
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Affiliation(s)
- Maria Clelia Zurlo
- Dynamic Psychology Laboratory, Department of Political Sciences, University of Naples Federico II, 80138 Napoli, Italy
| | - Federica Vallone
- Dynamic Psychology Laboratory, Department of Political Sciences, University of Naples Federico II, 80138 Napoli, Italy
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Hao Z, Jin L, Huang J, Wu H. Stress, academic burnout, smartphone use types and problematic smartphone use: The moderation effects of resilience. J Psychiatr Res 2022; 150:324-331. [PMID: 35447526 DOI: 10.1016/j.jpsychires.2022.03.019] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Revised: 01/28/2022] [Accepted: 03/09/2022] [Indexed: 11/30/2022]
Abstract
Few studies have investigated stress in association with social and process smartphone use and how these types of use influence problematic smartphone use during the COVID-19 pandemic; furthermore, the moderation effects of resilience have been rarely tested in this model. For these, a cross-sectional survey was conducted involving 766 Chinese undergraduate students (74.4% female; M = 20.1 years, SD = 1.15) who were measured with their levels of stress, academic burnout, smartphone use types (social/process smartphone use), resilience, and problematic smartphone use. Based on the I-PACE theory, we built a structural equation model, and the results indicated that compared with social smartphone use, process smartphone use more related to problematic smartphone use; academic burnout fully mediated between stress and process smartphone use, and between stress and problematic smartphone use. Moreover, resilience moderated between stress and academic burnout, between academic burnout and process smartphone use, and between academic burnout and problematic smartphone use. We discuss the process smartphone use as a key indicator of problematic smartphone use and the role of academic burnout for linking stress and smartphone use behaviors. In addition, interventions for enhancing resilience should be launched in the future.
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Affiliation(s)
- Zejun Hao
- Institute of Foreign Languages, China Medical University, No.77 Puhe Road, Shenyang North New Area, 110122, Shenyang, Liaoning Province, PR China
| | - Liangyi Jin
- Shenyang Women's and Children's Hospital, No.87 Danan Street, Shenhe District, 110011, Shenyang, Liaoning Province, PR China
| | - Jinzi Huang
- Liaoning National Normal College, No. 45, Chongshan East Road, Huanggu District, 110032, Shenyang, Liaoning Province, PR China
| | - Hui Wu
- School of Health Management, China Medical University, No.77 Puhe Road, Shenyang North New Area, 110122, Shenyang, Liaoning Province, PR China.
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