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Laure T, Boffo M, Engels RC, Remmerswaal D. Effectiveness and uptake of a transdiagnostic emotion regulation mobile intervention among university students: Protocol for a randomized controlled trial. Internet Interv 2024; 37:100750. [PMID: 38827123 PMCID: PMC11141155 DOI: 10.1016/j.invent.2024.100750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/28/2024] [Revised: 04/25/2024] [Accepted: 05/10/2024] [Indexed: 06/04/2024] Open
Abstract
Background Going to university is a major life event, which can be stressful and negatively affect mental health. However, it also presents an opportunity to establish a foundation for positive life trajectories. To support university students, a mobile transdiagnostic emotion regulation (ER) intervention has been developed, offering both broad-based (universal) and targeted (indicated) preventative support. ER, a transdiagnostic factor underlying various mental health problems, is a critical intervention target in students, a demographic particularly susceptible to mental health issues. Cultivating ER can help manage immediate stressors and foster long-term wellbeing. This paper describes the study protocol for a Randomized Controlled Trial (RCT) evaluating the effectiveness and uptake of such mobile transdiagnostic ER intervention. Method The superiority parallel-group RCT involves 250 participants randomized to either the intervention condition (i.e., full access to the mobile intervention, (n = 125) or to a waitlist control condition (n = 125). Primary outcomes include ER skills and stress symptoms. Secondary outcomes include mental health parameters (anxiety, depression, resilience) and intervention uptake (i.e., objective engagement, subjective engagement, ER skills application in real life). Outcomes are assessed at baseline, week 3, 8 and 12, with continuous log-data collection for user engagement. Discussion This study evaluates the effectiveness and uptake of a transdiagnostic ER mobile intervention for the student population addressing their ER developmental needs. If successful, the results will validate our approach to intervention development and whether focusing on learning transfer (i.e., application of the learnt skills in real-life) and personalization using a recommendation system, can boost the real-world application of skills and intervention impact.
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Affiliation(s)
- Tajda Laure
- Department of Psychology, Child Studies, and Education, Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Netherlands
| | - Marilisa Boffo
- Department of Psychology, Child Studies, and Education, Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Netherlands
| | - Rutger C.M.E. Engels
- Department of Psychology, Child Studies, and Education, Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Netherlands
| | - Danielle Remmerswaal
- Department of Psychology, Child Studies, and Education, Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Netherlands
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Liao M, Xie Z, Ou Q, Yang L, Zou L. Self-efficacy mediates the effect of professional identity on learning engagement for nursing students in higher vocational colleges: A cross-sectional study. NURSE EDUCATION TODAY 2024; 139:106225. [PMID: 38718534 DOI: 10.1016/j.nedt.2024.106225] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2023] [Revised: 04/02/2024] [Accepted: 04/22/2024] [Indexed: 06/14/2024]
Abstract
BACKGROUND Learning engagement is a crucial predictor of academic achievement. It is essential to understand the factors influencing learning engagement among nursing students, especially from the learner's perspective, which is notably scarce but vital for designing effective educational interventions. OBJECTIVES This study aims to investigate the mediating effect of self-efficacy on the relationship between professional identity and learning engagement for nursing students in higher vocational colleges. DESIGN A cross-sectional electronic survey was conducted. SETTING The study was conducted in four higher vocational colleges located in Guangdong Province, China. PARTICIPANTS A total of 944 first- and second-year nursing students participated in the study between October and November 2022. METHODS Data were collected with questionnaires on general information, professional identity, self-efficacy, and learning engagement and analyzed with SPSS 26.0 and PROCESS v4.1 (Model 4), exploring relationships among professional identity, self-efficacy, and learning engagement through Pearson correlations, multivariate regression, and mediation analysis with 5000 bootstrap samples. RESULTS The participants exhibited moderate levels of professional identity (85.37 ± 13.52), self-efficacy (25.58 ± 5.74), and learning engagement (71.26 ± 16.17), which were all significantly correlated with each other (P < 0.01). In the model of the mediating effect, professional identity directly (β = 0.811, t = 27.484, P < 0.001) and indirectly [β = 0.112,95%CI (0.074-0.154)] significantly predicts college students' learning engagement; professional identity has a significant positive predictive effect on self-efficacy (β = 0.182, t = 14.459, P < 0.001) and self-efficacy significantly predicts learning engagement (β = 0.614, t = 8.292, P < 0.001). Furthermore, the direct effect of professional identity on learning engagement (0.699) and its mediating effect (0.112) account for 86.19 % and 13.81 % of the total effect (0.811), respectively. CONCLUSION Participants exhibited moderate levels of professional identity, self-efficacy, and learning engagement. Professional identity and self-efficacy are interconnected and positively correlated, influencing learning engagement among nursing students, which highlights the need to foster these qualities to enhance education and future practice.
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Affiliation(s)
- Mingsheng Liao
- Youth League Committee, Zhaoqing Medical College, Guangdong, China
| | - Zhiquan Xie
- School of Public Health, Zhaoqing Medical College, Guangdong, China
| | - Qiyun Ou
- Dean's Office, Guangdong Jiangmen Chinese Medicine College, Guangdong, China
| | - Lifang Yang
- School of Health Industry, The Open University of Guangdong, Guangdong, China
| | - Liqin Zou
- School of Public Health, Zhaoqing Medical College, Guangdong, China.
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Zhang X, Chen Y, Li B, Jiang L, Lang X, Zeng T. The association between school educational atmosphere, learning engagement, and professional commitment of nursing students, and learning engagement as the mediator. NURSE EDUCATION TODAY 2024; 139:106223. [PMID: 38657481 DOI: 10.1016/j.nedt.2024.106223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Revised: 04/07/2024] [Accepted: 04/18/2024] [Indexed: 04/26/2024]
Abstract
BACKGROUND The current shortage and loss of nurses has become a significant problem in healthcare systems around the world. Professional commitment is essential to prevent the loss of nursing staff and stabilize the nursing workforce. OBJECTIVES This study aimed to explore the unique relationship between school educational atmosphere, learning engagement, and professional commitment, and whether learning engagement would mediate the relationship between educational atmosphere and professional commitment. DESIGN A cross-sectional study design was used. SETTINGS The participants came from six schools in four cities in Hubei Province, China. PARTICIPANTS A total of 1009 nursing students above the first year of undergraduate studies were included by convenient sampling method. METHODS Data were collected using the Educational Climate Inventory, the Utrecht Work Engagement Scale-student, and the Professional Commitment Scale. Pearson correlation was used to examine the relationship between educational atmosphere, learning engagement, and professional commitment. Mediation analysis was used to test whether learning engagement mediated the relationship between educational atmosphere and professional commitment. RESULTS A positive educational atmosphere was associated with a high level of learning engagement, which was associated with a higher level of professional commitment. Learning engagement mediated the relationship between educational atmosphere and professional commitment. CONCLUSIONS The findings provide empirical evidence for promoting professional commitment in nursing students. Learning engagement is an important mediating variable connecting educational atmosphere and professional commitment. In order to stabilize the career choices of nursing students, it is necessary to take measures to improve their learning engagement during school.
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Affiliation(s)
- Xi Zhang
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China; School of Nursing, Tongji Medical College, Huazhong University of Science and Technology, 13 Hangkong Road, Wuhan, China
| | - Ye Chen
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China
| | - Bingbing Li
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China; School of Nursing, Tongji Medical College, Huazhong University of Science and Technology, 13 Hangkong Road, Wuhan, China
| | - Lingjun Jiang
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China; School of Nursing, Tongji Medical College, Huazhong University of Science and Technology, 13 Hangkong Road, Wuhan, China
| | - Xi Lang
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China; School of Nursing, Tongji Medical College, Huazhong University of Science and Technology, 13 Hangkong Road, Wuhan, China
| | - Tieying Zeng
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China.
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Dai X, Lu S, Sullivan AA, Hu H. "All you need is compassion?" a latent profile analysis of neglect and self-compassion on child mental health. J Affect Disord 2024; 362:799-807. [PMID: 39029682 DOI: 10.1016/j.jad.2024.07.096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/14/2024] [Revised: 07/01/2024] [Accepted: 07/14/2024] [Indexed: 07/21/2024]
Abstract
BACKGROUND Neglect is a common form of child maltreatment and profoundly affects children's mental health globally. Self-compassion may help children cope with neglect but the role of self-compassion in neglect context has been understudied. This study identifies distinct patterns of self-compassion and child neglect and explores how neglect and self-compassion profiles correlate with child mental health. METHODS The sample includes 3342 children aged 8-16 (49.6 % female) from a national survey of 29 provinces in China using a multistage sampling method. We used latent profile analysis to identify distinct profiles of self-compassion and neglect and examine their combined effects on child mental health, including both positive indicators (hope, resilience) and negative indicators (anxiety, depression, academic burnout, and peer problems). RESULTS We identified four neglect/self-compassion profiles: Adaptable Self-Carers (average neglect/high self-compassion), Vulnerable Languishers (high neglect/low self-compassion), Stable Self-Soothers (low neglect/average self-compassion), and Opportune Thrivers (low neglect/high self-compassion). The Vulnerable Languishers group exhibited the poorest mental health outcomes, whereas the Opportune Thrivers showed the best outcomes. Adaptable Self-Carers, although experiencing more neglect than Stable Self-Soothers, had better mental health than the latter, possibly due to their greater self-compassion. LIMITATIONS The cross-sectional design limits our ability to determine causality, and the use of self-reported measures increases response bias risk. CONCLUSIONS More self-compassion and less neglect are associated with more positive mental health outcomes. Moreover, self-compassion is a potential protective factor against the adverse effects of neglect on child mental health. Fostering self-compassion may boost positive adjustment in children who have experienced neglect.
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Affiliation(s)
- Xiaolu Dai
- Hong Kong Baptist University, Department of Social Work, 15 Baptist University Road, Kowloon Tong, Hong Kong
| | - Shuang Lu
- University of Central Florida, School of Social Work, 12805 Pegasus Dr, Orlando, FL, USA
| | - Andrew Alfred Sullivan
- University of Central Florida, School of Public Administration, 500 W. Livingston St, Orlando, FL, USA
| | - Hongwei Hu
- Renmin University of China, School of Public Administration and Policy, Qiushi Building, 59 Zhongguancun St, Haidian District, Beijing, China.
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Cong Y, Yang L, Ergün ALP. Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners: A structural equation modeling analysis. Acta Psychol (Amst) 2024; 248:104394. [PMID: 39002433 DOI: 10.1016/j.actpsy.2024.104394] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2024] [Revised: 06/24/2024] [Accepted: 07/09/2024] [Indexed: 07/15/2024] Open
Abstract
This study examined the role of learning engagement and academic self-efficacy in the feelings of burnout among English as a foreign language (EFL) students from China (N = 197). Three closed-ended scales were employed in the quantitative phase of this study to explore the relationship between the latent variables. Additionally, a hypothetical model was created and verified using Pearson's correlation analysis, structural equation modeling (SEM), path analysis, and mediating effect test. The investigation results demonstrated that while learning engagement was positively correlated with medium levels of academic self-efficacy, student burnout was inversely correlated with both variables. Among Chinese EFL students, academic self-efficacy and learning engagement are predictive of burnout, and learning engagement can act as a mediator to reduce the impact of academic self-efficacy on burnout. The implications for EFL teaching and learning are discussed in light of those findings, including enhancing EFL students' self-efficacy to reduce pessimism and increase academic achievement.
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Affiliation(s)
- Yilin Cong
- Foreign Languages College, Inner Mongolia University, Hohhot, Inner Mongolia, China
| | - Lei Yang
- Foreign Languages College, Inner Mongolia University, Hohhot, Inner Mongolia, China.
| | - Anna Lia Proietti Ergün
- Department of Western Languages and Literatures, Yıldız Technical University, Istanbul, Turkey.
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Vansoeterstede A, Cappe E, Ridremont D, Boujut E. School burnout and schoolwork engagement profiles among French high school students: Associations with perceived academic stress and social support. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 38952250 DOI: 10.1111/jora.12991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Accepted: 05/12/2024] [Indexed: 07/03/2024]
Abstract
Adolescents' well-being at school is positively affected by social support from parents, teachers, and peers and negatively affected by academic stress. However, little is known about how specific academic stressors are related to study-related well-being profiles. This study used a person-centered approach to identify the profiles of high school students based on their school burnout (i.e., exhaustion and cynicism) and engagement levels to examine their associated levels of perceived academic stress, social support, and sociodemographic characteristics. Using cluster analysis on a sample of 540 high school students (67.8% girls), we identified five profiles labeled "Engaged" (22.4%), "Relaxed" (18.9%), "Overextended" (25.6%), "Disengaged" (17.6%), and "Burned out" (15.4%). The "Engaged" and "Relaxed" groups experienced similar levels of perceived social support, but the "Engaged" students showed higher academic stress levels. The "Overextended" group displayed high academic stress with lower social support, while the "Disengaged" group showed low stress with low social support. Finally, the "Burned out" group displayed the highest academic stress and the lowest perceived support. Results are discussed within the demands-resources model of school burnout and clinical implications are presented for each profile.
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Affiliation(s)
- Aline Vansoeterstede
- Conservatoire National des Arts et Métiers, Centre de Recherche sur le Travail et le Développement (EA 4132), Inetop, Paris, France
- Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, Boulogne-Billancourt, France
| | - Emilie Cappe
- Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, Boulogne-Billancourt, France
- Institut Universitaire de France (IUF), Paris, France
| | - Damien Ridremont
- Université Paris Cité and Univ Gustave Eiffel, LaPEA, Boulogne-Billancourt, France
| | - Emilie Boujut
- Laboratoire CHArt (Cognitions Humaine et Artificielle), Site Universitaire de Gennevilliers, Cergy Paris Université, Gennevilliers, France
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Wang M, Xu JO, Luo CF, Lv F, Wei LZ. Qualitative comparative analysis of learning engagement among Chinese part-time master's students in nursing. NURSE EDUCATION TODAY 2024; 138:106194. [PMID: 38640841 DOI: 10.1016/j.nedt.2024.106194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Revised: 03/09/2024] [Accepted: 04/02/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND Graduate nursing education plays an important role in the development of an innovative nation. Such education benefits the health of the community by cultivating competent and highly skilled nurses who can provide safe and quality nursing care. The number of students pursuing nursing degrees in China is insufficient, to meet the social demand for advanced practice nurses. The part-time Master of Nursing Specialist program for students offers flexible learning options for working nurses. However, the relatively low level of learning engagement exhibited by this group has raised concerns among policy-makers and nursing educators. An in-depth study of the factors affecting the learning engagement of part-time Master of Nursing Specialist postgraduates, especially with regard to their combined effect, is expected to provide a basis for improving the level of learning engagement among such students. METHODS This study used ability-motivation-opportunity-theory and fuzzy-set qualitative comparative analysis to analyze the relationships between five conditions (i.e., supportive campus environment, supportive work environment, student-faculty interaction, research motivation and time management ability) and learning engagement by reference to data collected from a sample of 225 part-time Master of Nursing Specialist students who were enrolled in China. RESULTS The fuzzy-set qualitative comparative analysis results indicated that individual examples of these antecedent conditions were insufficient to influence learning engagement. In contrast, three combinations of the five conditions led to high levels of learning engagement, and substitutability and complementarity were observed among the various elements in the configuration. CONCLUSIONS Research motivation, student-faculty interaction, a supportive work environment and time management are factors that can influence part-time postgraduates' learning engagement. Supervisors can enhance their research skills and expertise, hospitals can establish supportive environments for students, and students can strengthen their research motivation and time management abilities.
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Affiliation(s)
- Min Wang
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China; Peking University Cancer Hospital (Inner Mongolia Campus)/Affiliated Cancer Hospital Of Inner Mongolia Medical University, Hohhot, China
| | - Jian-Ou Xu
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China
| | - Cai-Feng Luo
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China.
| | - Fei Lv
- School of Medicine, Jingjiang College of Jiangsu University, Zhenjiang, Jiangsu, China
| | - Lan-Zhi Wei
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China
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Tong W, Jia J, Wang P, He W. The Associations Between Parental Phubbing, Adolescent Phubbing, and Adolescents' Adjustments: A Cross-Lagged Panel Network Analysis. J Youth Adolesc 2024; 53:1529-1541. [PMID: 38015353 DOI: 10.1007/s10964-023-01909-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 11/14/2023] [Indexed: 11/29/2023]
Abstract
A growing body of research indicates that phubbing can negatively influence adolescent development, it is not clear how perceived parental phubbing, adolescent phubbing, and adolescents' adjustment problems concurrently relate to each other at the dimension level. This study conducted the contemporaneous network analyses and cross-lagged network analysis to examine the distinct relationships between the various dimensions of perceived father phubbing, perceived mother phubbing, adolescent phubbing and adolescent's adjustment problems. A total of 1447 Chinese students (60.5% females; Mean age = 16.15, SD = 0.65) completed a survey at two-time points. The results of the contemporaneous network analyses indicated that perceived father/mother ignorance have the strongest links with the dimensions of adolescent phubbing and adolescents' adjustment problems, suggesting that adolescents who reported high levels of perceived father/mother ignorance are more likely to concurrently face other issues and thus should be a primary focus of concern. The cross-lagged panel network analysis revealed that academic burnout is the primary catalyst in this dynamic network, which underscores a child-driven effect within the network. This emphasizes the importance of addressing adolescent academic burnout as a pivotal intervention point, both to alleviate phubbing in parent-adolescent interactions and to tackle adolescents' adjustment problems.
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Affiliation(s)
- Wei Tong
- School of Psychology, Shanghai Normal University, Shanghai, China
| | - Jichao Jia
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China
| | - Pengcheng Wang
- School of Media and Communication, Shanghai Jiao Tong University, Shanghai, China.
| | - Wen He
- School of Psychology, Shanghai Normal University, Shanghai, China
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Guo Y, Cai S, Liang F. The prevalence of cyberbullying and the association between cyberbullying emotional exhaustion and perception of collective efficacy among Chinese college students. J Affect Disord 2024; 362:145-151. [PMID: 38945406 DOI: 10.1016/j.jad.2024.06.113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Revised: 05/08/2024] [Accepted: 06/27/2024] [Indexed: 07/02/2024]
Abstract
OBJECTIVE With the rapid development of information and communications technology, the prevalence of cyberbullying and its influences on mental health among college students have received increasing attention. The purpose of this study was to survey the prevalence of cyberbullying in Chinese college students and to investigate the association between cyberbullying, emotional exhaustion and the perception of collective efficacy. METHODS The study sample included 5315 respondents from ten different colleges in Liaoning Province. Their demographic characteristics and characteristics of online behaviors and instruments including a Cyberbullying Scale with 12 items, the Emotional Exhaustion measuring scale, and the Perception of Collective Efficacy Scale, were employed. RESULTS The prevalence of cyberbullying victimization was 26.45 % (1406/5315). Younger male college students who had more active online lives were more likely to be cyberbullying victims. Binary logistic regression analysis showed that being a cyberbullying victim (odds ratio, OR = 2.188; 95%CI, 1.841-2.600, p < 0.001) was associated with emotional exhaustion. Perceptions of collective efficacy (PCE) is negatively associated with cyberbullying and, thus, alleviate emotional exhaustion and mediate the negative effect of emotional exhaustion after it occurs. CONCLUSION Cyberbullying occurs quite frequently among Chinese college students. Cyberbullying is a predictor of emotional exhaustion. PCE play a bidirectional role before and after cyberbullying occurs. Our study highlights the importance of the identification of potential cyberbullying victims and of the provision of early interventions in cyberbullying among Chinese college students to improve their mental health.
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Affiliation(s)
- Youqi Guo
- College of Marxism, China Medical University, Shenyang, People's Republic of China
| | - ShiKui Cai
- College of Marxism, China Medical University, Shenyang, People's Republic of China
| | - Fei Liang
- Department of Histology and Embryology, College of Basic Medicine, China Medical University, Shenyang, People's Republic of China.
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Chen X, Chen Y, Yu X, Wei J, Yang X. The impact of family socioeconomic status on parental involvement and student engagement during COVID-19 in promoting academic achievement: A longitudinal study in Chinese children. J Exp Child Psychol 2024; 246:105992. [PMID: 38917685 DOI: 10.1016/j.jecp.2024.105992] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 05/05/2024] [Accepted: 05/15/2024] [Indexed: 06/27/2024]
Abstract
With a three-wave longitudinal design, the current study examined the impact of family socioeconomic status (SES) on parental involvement and student engagement in promoting children's academic achievement during the coronavirus disease 2019 (COVID-19) pandemic. We recruited data from 246 mother-primary school student dyads, and the mean age of children at Wave 1 was 10.57 ± 0.97 years (range = 9-13 years). The academic achievement of these children was measured both before and after school closures. Family SES, parental involvement, and student engagement were assessed during the school closures. The results indicated that family SES could predict children's later academic achievement after accounting for their prior academic achievement and other demographics (i.e., the significant total effect in the model). Moreover, parental involvement and student engagement played chain-mediating roles in the effect of family SES on children's later academic achievement. Neither parent involvement nor student involvement alone mediated the relationships between family SES and subsequent academic achievement. Suggestions are provided to minimize the negative impact of low family SES on children's academic achievement during pandemics.
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Affiliation(s)
- Xin Chen
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China; Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China
| | - Yinghe Chen
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China; Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China
| | - Xiao Yu
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China; Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing 100083, China
| | - Jun Wei
- Institute of Education, Tsinghua University, Beijing 100084, China
| | - Xiujie Yang
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
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11
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Zhang X, Wang J, Ke X. An investigation into academic burnout, enjoyment and engagement in EFL learning among Chinese junior high school students. Front Psychol 2024; 14:1292772. [PMID: 38975258 PMCID: PMC11225563 DOI: 10.3389/fpsyg.2023.1292772] [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: 09/12/2023] [Accepted: 11/22/2023] [Indexed: 07/09/2024] Open
Abstract
With the booming of Positive Psychology, a growing scholarly interest has emerged in language learners' psychological well-being. However, limited research has been conducted on the emotions of Chinese EFL learners. Therefore, this study aimed to quantitatively examine the burnout, enjoyment, and engagement levels among 387 junior high school EFL learners. The findings revealed that the students experienced low levels of burnout but high levels of enjoyment and engagement in learning. Furthermore, significant gender and grade differences were observed in these variables. The study also found strong negative associations between burnout and both enjoyment and engagement, along with significant positive correlations between enjoyment and engagement. Additionally, it was discovered that enjoyment, rather than burnout, significantly predicted English learning engagement. Interestingly, the study also revealed that enjoyment fully mediated the relationship between engagement and burnout. These findings highlight the importance of promoting enjoyment in order to reduce burnout and foster increased engagement among language learners. This article concludes with the theoretical and pedagogical implications for EFL instruction.
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Affiliation(s)
- Xiaohong Zhang
- School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, China
| | - Jian Wang
- School of Foreign Languages and Cultures, Geely University of China, Chengdu, China
| | - Xinli Ke
- Department of Foreign Languages, Southwest Jiaotong University Hope College, Chengdu, China
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12
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Shin Y, Rho J, Cho M, Lee M, Kang YJ, Ihm J. Unraveling motives: identifying the impact of university attendance motives on learning behaviors among dental students. BMC Psychol 2024; 12:347. [PMID: 38877596 PMCID: PMC11177508 DOI: 10.1186/s40359-024-01846-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2024] [Accepted: 06/06/2024] [Indexed: 06/16/2024] Open
Abstract
PURPOSE Students report various motives for attending university (MAU) grouped under five categories, namely, personal-intellectual development (PER), humanitarian (HUM), careerist-materialist (CAR), expectation-driven (EXP), and uncertain motives. Although the literature demonstrates that these motives exert an influence on learning and achievement, relatively less attention is given to this issue in the context of dental students. This study aimed to examine the relationship among the mindsets, MAU, academic engagement (AE), and DAL of dental students and to test the mediating effect of AE on the relationship between MAU and deep approach to learning (DAL). METHODS The study recruited 226 dental students at various levels of the curriculum, who responded to four questionnaires for measuring MAU, DAL, mindsets, and AE. The study employed structural equation modeling to analyze the mediation effects of AE on the relationship between MAU and DAL and to determine the influence of mindsets on MAU. RESULTS This model reveals the significant relationships of a growth mindset with CAR, PER, and HUM. Moreover, the study finds that a fixed mindset was associated with CAR, EXP, and uncertain motives. Furthermore, AE only fully mediated the significant positive relationship between PER and DAL, whereas CAR negatively predicted DAL without a mediator. CONCLUSIONS These findings suggest that administering the inventories in a dental school setting can facilitate a more comprehensive understanding of students' mindsets toward learning and effective processes related to learning. This understanding can inform instructors' pedagogical practices, enabling them to provide more effective guidance to students navigating the complexities of academic coursework.
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Affiliation(s)
- Yongmin Shin
- Dental Research Institute, School of Dentistry, Seoul National University, Gwanak-ro 1, Gwanak-gu, Seoul, Republic of Korea
| | - Jaehee Rho
- Department of Education, College of Educational Science, Yonsei University, Seoul, Korea
| | - Minhae Cho
- School of Social Work, University of Memphis, Memphis, USA
| | - Minjung Lee
- Yale School of Nursing, Yale University, New Haven, CT, USA
| | - Ye Ji Kang
- Department of Medical Education, Hanyang University College of Medicine, Seoul, Korea
| | - Jungjoon Ihm
- Dental Research Institute, School of Dentistry, Seoul National University, Gwanak-ro 1, Gwanak-gu, Seoul, Republic of Korea.
- Department of Dental Education, Seoul National University, Seoul, South Korea.
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Scheepers RA, Hilverda F, Vollmann M. Study demands and resources affect academic well-being and life satisfaction of undergraduate medical students in the Netherlands. MEDICAL EDUCATION 2024. [PMID: 38863256 DOI: 10.1111/medu.15456] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2024] [Revised: 05/02/2024] [Accepted: 05/24/2024] [Indexed: 06/13/2024]
Abstract
INTRODUCTION Medical students report poor academic well-being in a context of high study demands. Study Demands-Resources theories have outlined mediating processes involving high study demands and low resources to mitigate academic well-being, which is subsequently associated with diminished overall well-being (i.e. life satisfaction). Furthermore, academic well-being and life satisfaction are also affected by interactions between study demands and resources (referred to as moderating processes). However, these mediating and moderating processes clarifying medical students' well-being still need to be investigated. Therefore, this study investigated the mediating role of academic well-being in the associations of study demands and resources with life satisfaction and the moderating role of study demands and resources in relation to academic well-being and life satisfaction among undergraduate medical students. METHODS In this cross-sectional survey study, 372 undergraduates from Dutch medical schools participated. The survey included the Study Demands-Resources Scale (workload, growth opportunities and peer support) as well as questionnaires on academic well-being (Utrecht Burnout Scale for students and Utrecht Work Engagement Scale-Student Form) and overall well-being (single item on life satisfaction). Based on Study Demands-Resources theories, (moderated) mediation analyses were performed. RESULTS Mediating processes were found as growth opportunities were indirectly associated with higher life satisfaction through lower academic burnout and higher academic engagement. Furthermore, workload was indirectly associated with lower life satisfaction through higher academic burnout. This association was moderated as it became weaker with more perceived peer support. DISCUSSION A high workload and limited growth opportunities are associated with suboptimal academic well-being and life satisfaction. Perceiving support from peer students slightly buffers the unfavourable effect of workload on academic burnout and subsequently life satisfaction. To promote academic well-being and life satisfaction in medical students, universities can consider to reduce the workload, to create a supportive learning environment and to offer development opportunities.
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Affiliation(s)
- Renée A Scheepers
- Department of Socio-Medical Sciences, Erasmus School of Health Policy & Management, Erasmus University of Rotterdam, Rotterdam, The Netherlands
| | - Femke Hilverda
- Department of Socio-Medical Sciences, Erasmus School of Health Policy & Management, Erasmus University of Rotterdam, Rotterdam, The Netherlands
| | - Manja Vollmann
- Department of Socio-Medical Sciences, Erasmus School of Health Policy & Management, Erasmus University of Rotterdam, Rotterdam, The Netherlands
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Körner LS, Kortsch T, Rieder K, Rigotti T. Evaluation of two study demands-resources-based interventions: a randomized controlled trial. Front Psychol 2024; 15:1368267. [PMID: 38915428 PMCID: PMC11194431 DOI: 10.3389/fpsyg.2024.1368267] [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: 01/10/2024] [Accepted: 05/27/2024] [Indexed: 06/26/2024] Open
Abstract
Introduction Higher education students experience significant levels of exhaustion in their studies, yet there are limited evidence-based support programs available. Therefore, this study evaluated a novel intervention approach by testing the effectiveness of two online interventions based on the study demands-resources framework. These interventions aimed to balance demands and resources. Derived from the theoretical assumptions of the framework, we hypothesized that the interventions would increase study and personal resources, engagement, and study crafting, and decrease study demands, exhaustion, and self-undermining. Additionally, we hypothesized that demands and resources would mediate the effects of the intervention on engagement, exhaustion, study crafting, and self-undermining. Methods Conducted as a randomized controlled trial with a waitlist control group (n = 71), the study involved participants in two intervention groups who engaged with the interventions for 2 weeks. Intervention group 1 (n = 64) focused on adapting demands, while intervention group 2 (n = 70) focused on increasing resources. The design allowed for a comparison of the effectiveness of these different approaches. Participants completed questionnaires before and after the intervention, and at a 5-week follow-up. Results Results of the analyses of variance with repeated measures revealed that the interventions had significant positive effects on the personal resource mindfulness, two study crafting strategies, self-undermining, and exhaustion. Notably, intervention group 2 exhibited more positive outcomes. The hypothesized mediation effects through mindfulness were partially supported. Discussion The study demonstrates the considerable potential of interventions based on the study demands-resources framework for higher education institutions in supporting student well-being.
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Affiliation(s)
- Lorena Sarah Körner
- Department of Business Psychology, Aalen University of Applied Sciences, Aalen, Germany
| | - Timo Kortsch
- Department of Social Sciences, IU International University of Applied Sciences, Erfurt, Germany
| | - Kerstin Rieder
- Department of Business Psychology, Aalen University of Applied Sciences, Aalen, Germany
| | - Thomas Rigotti
- Department of Work, Organizational, and Business Psychology, Institute for Psychology, Johannes Gutenberg University Mainz, Mainz, Germany
- Leibniz Institute for Resilience Research, Mainz, Germany
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15
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Zheng S, Zhang J, Wang J, Shen R. English language learning anxiety and academic burnout in Chinese freshmen: a chain mediating approach. Front Psychol 2024; 15:1340142. [PMID: 38895496 PMCID: PMC11184137 DOI: 10.3389/fpsyg.2024.1340142] [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: 11/17/2023] [Accepted: 05/16/2024] [Indexed: 06/21/2024] Open
Abstract
Background The university stage is critical for cultivating and enhancing students' practical English proficiency, encompassing listening, speaking, reading, writing, and translation skills. Losing interest in English studies at this stage not only hampers the development of practical English competence but also has a negative impact on future employment and personal growth. Aims This study aimed to explore to how English language learning anxiety (ELLA) affects academic burnout (AB) of freshman in China and explores the role of academic peer support (APS) and academic self-efficacy (ASE) in the relationship between the two. Methods The study involved 1,355 college students who completed English Language Learning Anxiety Scale, the English Academic burnout Scale, Academic Peer Relationship Scale, the Academic Self-efficacy Scale. Results AB was significantly impacted by ELLA. ELLA and AB were mediated by ASE. Another factor that acted as a mediator between ELLA and AB was APS. ELLA and AB were mediated by a chain reaction involving ASE and APS. Conclusion The chain mediation model validated in this study, providing valuable insights into the effects of freshmen's ELLA on AB in China, as well as practical insights into the prevention and intervention of ELLA and AB in other current college students.
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Affiliation(s)
| | - Junliang Zhang
- Science and Technology College, Nanchang Hangkong University, Jiujiang, China
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16
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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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Garcia D, Kazemitabar M, Björk E, Daniele TMDC, Mihailovic M, Cloninger KM, Frota MA, Cloninger C. Nursing students' personality (Temperament and Character), burnout symptoms, and health and well-being. INTERNATIONAL JOURNAL OF NURSING STUDIES ADVANCES 2024; 6:100206. [PMID: 38803822 PMCID: PMC11129095 DOI: 10.1016/j.ijnsa.2024.100206] [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] [Indexed: 05/29/2024] Open
Abstract
Background About 9 million nurses will be needed by 2030. To face these unprecedented times, governments/institutions focus on educating as many nursing students as possible. This strategy is clouded by burnout and lack of both health and well-being among students and by the fact that personality is one of the major determinants of these health outcomes. Nevertheless, recent findings show that personality is a complex adaptive system (i,e., nonlinear) and that combinations of people's temperament and character traits (i.e., joint personality networks) might provide further information to understand its development, academic burnout, and lack of health and well-being. Aims Our aims were to investigate the linear relationship between nursing students' personality, burnout, health, and well-being; investigate the linear mediational effects of personality and burnout on health and well-being; and investigate differences in these health outcomes between/within students with distinct joint personality networks (i.e., nonlinear relationships). Method Swedish nursing students (189 women, 29 men) responded to the Temperament and Character Inventory, The Maslach Burnout Inventory-General Survey for Students, and the Public Health Surveillance Well-Being Scale. We conducted correlation analyses and Structural Equation Modeling and, for the nonlinear relationships, Latent Profile Analysis and Latent Class Analysis for clustering and then Analyses of Variance for differences in health outcomes between/within students with distinct personality networks. This study was not pre-registered. Results High levels of health and well-being and low burnout symptoms (low Emotional Exhaustion, low Cynicism, and high Academic Efficacy) were associated with low Harm Avoidance and high Self-Directedness. Some personality traits were associated with specific health outcomes (e.g., high Self-Transcendence-high Emotional Exhaustion and high Persistence-high Academic Efficacy) and their effects on health and well-being were mediated by specific burnout symptoms. Cynicism and Emotional Exhaustion predicted low levels of health and well-being, Academic Efficacy predicted high levels, and Cynicism lead both directly and indirectly to low levels of health and well-being through Emotional Exhaustion. We found two joint personality networks: students with an Organized/Reliable combination who reported being less emotionally exhausted by their studies, less cynical towards education, higher self-efficacy regarding their academic work/skills, and better health and well-being compared to nursing students with an Emotional/Unreliable combination. Conclusions The coherence of temperament-character, rather than single traits, seems to determine students' health outcomes. Thus, nursing education might need to focus on helping students to develop professional skills and health-related abilities (e.g., self-acceptance and spiritual-acceptance), by supporting self-awareness.
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Affiliation(s)
- Danilo Garcia
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
- Lab for Biopsychosocial Personality Research (BPS-PR), International Network for Well-Being
- Promotion of Health and Innovation (PHI) Lab, International Network for Well-Being
- Centre for Ethics, Law and Mental Health (CELAM), University of Gothenburg, Gothenburg, Sweden
- Department of Psychology, University of Gothenburg, Gothenburg, Sweden
| | | | - Elina Björk
- Lab for Biopsychosocial Personality Research (BPS-PR), International Network for Well-Being
- Promotion of Health and Innovation (PHI) Lab, International Network for Well-Being
| | - Thiago Medeiros da Costa Daniele
- Promotion of Health and Innovation (PHI) Lab, International Network for Well-Being
- Programa de Pós-graduação em Saúde Coletiva, University of Fortaleza (UNIFOR), Ceará, Brazil
| | - Marko Mihailovic
- Lab for Biopsychosocial Personality Research (BPS-PR), International Network for Well-Being
- Promotion of Health and Innovation (PHI) Lab, International Network for Well-Being
| | - Kevin M. Cloninger
- Lab for Biopsychosocial Personality Research (BPS-PR), International Network for Well-Being
- Anthropedia Foundation, St. Louis, Missouri, USA
| | - Mirna Albuquerque Frota
- Programa de Pós-graduação em Saúde Coletiva, University of Fortaleza (UNIFOR), Ceará, Brazil
| | - C.Robert Cloninger
- Lab for Biopsychosocial Personality Research (BPS-PR), International Network for Well-Being
- Anthropedia Foundation, St. Louis, Missouri, USA
- Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri, USA
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18
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Dobos B, Mellor D, Piko BF. Exploring fear of happiness among university students: The role of perfectionism, academic burnout, loneliness, and hopelessness. Scand J Psychol 2024; 65:559-567. [PMID: 38258953 DOI: 10.1111/sjop.13001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Revised: 08/15/2023] [Accepted: 01/08/2024] [Indexed: 01/24/2024]
Abstract
Due to its impact on mental health and well-being, fear of happiness is beginning to receive more attention in research. This study, conducted in Hungary, explored the relationship between fear of happiness, perfectionism, loneliness, hopelessness, and academic burnout. Participants aged between 18 and 35 years (N = 1,148, M = 22 years, SD = 4.5) completed an online questionnaire that included self-report measures of these constructs. In the present study, males showed higher levels of fear of happiness and perfectionism than did females. Analyses also revealed that both adaptive and maladaptive perfectionism, academic burnout, loneliness, and hopelessness were positively related to fear of happiness. In multiple regression analysis, gender had a positive and age had a negative role in the levels of fear of happiness. Maladaptive perfectionism, academic burnout, loneliness, and hopelessness were positive predictors, while adaptive perfectionism almost reached statistical significance. These findings highlight the predictive role of previously unexplored variables in fear of happiness.
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Affiliation(s)
- Bianka Dobos
- Doctoral School of Education, University of Szeged, Szeged, Hungary
| | - David Mellor
- School of Psychology, Deakin University, Burwood, Victoria, Australia
| | - Bettina F Piko
- Department of Behavioural Sciences, University of Szeged, Szeged, Hungary
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Zhang W, Lian R. The impact of reading metacognitive strategies on mathematics learning efficiency and performance: An analysis using PISA 2018 data in China. Acta Psychol (Amst) 2024; 246:104247. [PMID: 38608361 DOI: 10.1016/j.actpsy.2024.104247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Revised: 02/26/2024] [Accepted: 04/08/2024] [Indexed: 04/14/2024] Open
Abstract
The current study employed latent profile analysis to examine the application patterns of students' reading metacognitive strategies using PISA 2018 data in China. Subsequently, it explored the differences in students' mathematics learning efficiency and performance. The results revealed that: (1) Six types of reading metacognitive strategies application patterns were identified: "Novice - indifferent," "Veteran - average," "Novice - low evaluating," "Veteran - skilled," "Novice - mixed," and "Novice - arbitrary." (2) The primary factors that affect the classification of reading metacognitive strategies application patterns were gender, and family economic, social, and cultural statuses (ESCS). (3) Mathematics learning time could positively predict performance overall, but the mathematics learning time of "Veteran - skilled" and "Novice - mixed" students had no significant correlation with their mathematics performance. The findings suggests that educators should not blindly increase students' mathematics learning time but instead provide appropriate guidance based on their mastery patterns of reading metacognitive strategies to enhance mathematics learning efficiency and performance.
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Affiliation(s)
- Weizhong Zhang
- School of psychology, Fujian Normal University, Fuzhou, Fujian 350007, China
| | - Rong Lian
- School of psychology, Fujian Normal University, Fuzhou, Fujian 350007, China.
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20
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Ilic I, Zivanovic Macuzic I, Ilic M. High risk of burnout syndrome and associated factors in medical students: A cross-sectional analytical study. PLoS One 2024; 19:e0304515. [PMID: 38820370 PMCID: PMC11142520 DOI: 10.1371/journal.pone.0304515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Accepted: 05/14/2024] [Indexed: 06/02/2024] Open
Abstract
INTRODUCTION Although research on burnout syndrome in medical students has increased in recent years, results are inconsistent about which factors are associated with a high risk for burnout syndrome. The aim of this study was to assess the prevalence of high risk of burnout syndrome and to identify factors associated with burnout in medical students in preclinical and clinical training. METHOD A cross-sectional study was conducted at the University of Kragujevac, Serbia. The Maslach Burnout Inventory Student Survey and an epidemiological questionnaire on basic socio-demographic and academic characteristics were used. Statistical evaluation was performed through logistic regression analysis, using Odds Ratio (OR) and 95% Confidence Interval (CI). RESULTS Among medical students, no statistically significant differences were found in the prevalence of high risk of burnout syndrome in preclinical (14.8%) and clinical grade (15.1%), p > 0.05. High risk for burnout syndrome in preclinical study years was independently associated with the female sex (adjusted OR = 0.41, 95%CI = 0.19-0.91, p = 0.028), and cigarette smoking (adjusted OR = 2.47, 95%CI = 1.05-5.78, p = 0.038). The high risk of burnout syndrome was associated with sedatives use (adjusted OR = 4.03, 95%CI = 1.27-12.73; p = 0.018) only in clinical years medical students. The frequency of alcohol consumption was correlated with the high risk of burnout syndrome in medical students in both preclinical and clinical training, but without statistical significance (both p for trend < 0.1). CONCLUSION There was a significant prevalence of burnout among medical students, with some modifiable associated factors revealed.
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Affiliation(s)
- Irena Ilic
- Faculty of Medicine, University of Belgrade, Belgrade, Serbia
| | - Ivana Zivanovic Macuzic
- Department of Anatomy, Faculty of Medical Sciences, University of Kragujevac, Kragujevac, Serbia
| | - Milena Ilic
- Department of Epidemiology, Faculty of Medical Sciences, University of Kragujevac, Kragujevac, Serbia
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21
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Bacci G, Viotti S, Bertola L, Converso D, Loera B. All that glitters is not gold! Job insecurity and well-being in STEM research fellows: a latent profile analysis. Front Psychol 2024; 15:1347966. [PMID: 38873496 PMCID: PMC11169857 DOI: 10.3389/fpsyg.2024.1347966] [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: 12/01/2023] [Accepted: 05/08/2024] [Indexed: 06/15/2024] Open
Abstract
Job insecurity is now one of the major stressors affecting well-being at work. In academia, researchers appear to be in the most precarious position. To explore the relationship between job insecurity and well-being at work, we analyzed a sample of research fellows belonging to STEM disciplines in Italy. Using a latent profile approach, we identified three "hidden" subgroups: "Safe & Sound"; "Safe not so Sound" and "Neither Safe or Sound." Compared to previous studies, our results show that even within a population of STEM researchers that tends to have good levels of employability and mobility, there are subgroups of people characterized by greater job insecurity and low work commitment, who suffer from emotional exhaustion and cynicism at work level, i.e., more exposed to the risk of burnout.
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Affiliation(s)
- Giulia Bacci
- Department of Psychology, University of Turin, Turin, Italy
| | - Sara Viotti
- Department of Psychology, University of Turin, Turin, Italy
| | - Lara Bertola
- Department of Management and Organisation, Rennes School of Business, Rennes, France
| | | | - Barbara Loera
- Department of Psychology, University of Turin, Turin, Italy
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Neufeld-Kroszynski G, Michael K, Karnieli-Miller O. Associations between medical students' stress, academic burnout and moral courage efficacy. BMC Psychol 2024; 12:296. [PMID: 38802899 PMCID: PMC11129364 DOI: 10.1186/s40359-024-01787-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2023] [Accepted: 05/13/2024] [Indexed: 05/29/2024] Open
Abstract
BACKGROUND Medical students, especially during the clinical years, are often exposed to breaches of safety and professionalism. These contradict personal and professional values exposing them to moral distress and to the dilemma of whether and how to act. Acting requires moral courage, i.e., overcoming fear to maintain one's core values and professional obligations. It includes speaking up and "doing the right thing" despite stressors and risks (e.g., humiliation). Acting morally courageously is difficult, and ways to enhance it are needed. Though moral courage efficacy, i.e., individuals' belief in their capability to act morally, might play a significant role, there is little empirical research on the factors contributing to students' moral courage efficacy. Therefore, this study examined the associations between perceived stress, academic burnout, and moral courage efficacy. METHODS A cross-sectional study among 239 medical students who completed self-reported questionnaires measuring perceived stress, academic burnout ('exhaustion,' 'cynicism,' 'reduced professional efficacy'), and moral courage efficacy (toward others' actions and toward self-actions). Data analysis via Pearson's correlations, regression-based PROCESS macro, and independent t-tests for group differences. RESULTS The burnout dimension of 'reduced professional efficacy' mediated the association between perceived stress and moral courage efficacy toward others' actions. The burnout dimensions 'exhaustion' and 'reduced professional efficacy' mediated the association between perceived stress and moral courage efficacy toward self-actions. CONCLUSIONS The results emphasize the importance of promoting medical students' well-being-in terms of stress and burnout-to enhance their moral courage efficacy. Medical education interventions should focus on improving medical students' professional efficacy since it affects both their moral courage efficacy toward others and their self-actions. This can help create a safer and more appropriate medical culture.
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Affiliation(s)
- Galit Neufeld-Kroszynski
- Department of Medical Education, Faculty of Medical & Health Sciences, Tel Aviv University, Tel Aviv, 69778, Israel
| | - Keren Michael
- Department of Human Services, Max Stern Yezreel Valley College, Yezreel Valley, Israel
| | - Orit Karnieli-Miller
- Department of Medical Education, Faculty of Medical & Health Sciences, Tel Aviv University, Tel Aviv, 69778, Israel.
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Wang Z, Wu P, Hou Y, Guo J, Lin C. The effects of mindfulness-based interventions on alleviating academic burnout in medical students: a systematic review and meta-analysis. BMC Public Health 2024; 24:1414. [PMID: 38802770 PMCID: PMC11129439 DOI: 10.1186/s12889-024-18938-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 05/23/2024] [Indexed: 05/29/2024] Open
Abstract
BACKGROUND Mindfulness-based interventions have been tested to be the effective approach for preventing/reducing burnout in medical students. Therefore, this systematic review and meta-analysis aimed to synthesize the scientific evidence and quantify the pooled effect of MBIs on the burnout syndrome in medical students. METHODS A comprehensive literature search was conducted in the databases, including PubMed, Embase, ERIC, PsycINFO, Scopus, Cochrane Central Register of Controlled Trials (CENTRAL), China National knowledge Information Database (CNKI) and WanFang Database from database inception to February 2023 using the terms of "mindfulness", "burnout" and "medical students". Two reviewers independently reviewed the studies, and extracted the data of the eligible studies, as well as assessed the risk of bias. A random-effects model was employed to calculate the standardized mean differences (SMD) with 95% confidence intervals (CI) of overall burnout and its sub-domains of burnout (i.e., emotional exhaustion, cynicism, and academic efficacy). RESULTS Of 316 records in total, nine studies (with 810 medical students) were ultimately included. The four RCT studies demonstrated an overall judgment of some concerns risk of bias, and the overall risk of biases of the five qRCT studies were judged as serious. In term of the SORT, the RCT and qRCT studies were evaluated as level 2 evidence, and the overall strength of recommendation was classified as B (limited-quality patient-oriented evidence). The pooled analysis showed that MBIs were associated with significant small to moderate improvements for medical students' overall burnout (SMD=-0.64; 95% CI [-1.12, -0.16]; P = 0.009) in the included four RCTs, emotional exhaustion (SMD=-0.27; 95% CI [-0.50, -0.03]; P = 0.03) and academic efficacy (SMD = 0.43; 95% CI [0.20, 0.66]; P<0.001) in the four qRCTs. CONCLUSIONS MBIs can serve as an effective approach for reducing burnout symptoms in medical students. Future high-quality studies with a larger sample size and robust randomized controlled trial methodologies should be obtained to reinforce the effectiveness of MBIs for reducing academic burnout in medical students.
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Affiliation(s)
- Zhizhuo Wang
- Department of Rehabilitation Medicine, School of Health, Fujian Medical University, No. 1 Xuefu North Road, University town, Fuzhou, Fujian, 350122, China
| | - Peiyun Wu
- Department of Rehabilitation Medicine, School of Health, Fujian Medical University, No. 1 Xuefu North Road, University town, Fuzhou, Fujian, 350122, China
| | - Yutong Hou
- Department of Rehabilitation Medicine, School of Health, Fujian Medical University, No. 1 Xuefu North Road, University town, Fuzhou, Fujian, 350122, China
| | - Jing Guo
- Department of Pediatrics, School of Pediatrics, Kunming Medical University, No. 1168 Chunrong West Road, Yuhua Street, Kunming, Yunnan, 650504, China
| | - Cheng Lin
- Department of Rehabilitation Medicine, School of Health, Fujian Medical University, No. 1 Xuefu North Road, University town, Fuzhou, Fujian, 350122, China.
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Liu Y, Chong MC, Han Y, Wang H, Xiong L. The mediating effects of self-efficacy and study engagement on the relationship between specialty identity and career maturity of Chinese nursing students: a cross-sectional study. BMC Nurs 2024; 23:339. [PMID: 38773492 PMCID: PMC11107032 DOI: 10.1186/s12912-024-02002-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2023] [Accepted: 05/08/2024] [Indexed: 05/23/2024] Open
Abstract
BACKGROUND Career maturity is a crucial indicator of career preparedness and unpreparedness can cause the turnover of new nurses. Considerable empirical work demonstrates the potential associations between specialty identity, self-efficacy, study engagement, and career maturity. This study aimed to explore the mediation role of self-efficacy and study engagement on the relationships between specialty identity and career maturity among Chinese nursing students. METHODS Four hundred twenty-six Chinese nursing students were recruited between September 11 and October 30, 2022. The online survey was conducted following the CHERRIES checklist. Electronic questionnaires assessed their perceived specialty identity, self-efficacy, study engagement, and career maturity. The descriptive analysis, Harman single-factor analysis, Pearson correlation tests, structural equation modeling, and the bootstrap method were employed in data analysis. RESULTS Bivariate correlation analysis identified a positive correlation between specialty identity, self-efficacy, study engagement, and career maturity (r = 0.276-0.440, P < 0.001). Self-efficacy and study engagement partially mediated the relationship between specialty identity and career maturity. Self-efficacy and study engagement played a chain mediating role between specialty identity and career maturity. CONCLUSIONS The underlying mechanism can explain the relationships between specialty identity and career maturity: a direct predictor and an indirect effect through self-efficacy and study engagement. Policymakers and educators should emphasize the importance of specialty identity and provide tailored strategies for improving care maturity depending on nursing students' specialty identity, self-efficacy, study engagement in the early stages of career development.
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Affiliation(s)
- Yanjia Liu
- Department of Nursing, Wuhan Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
- Department of Nursing Science, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Mei Chan Chong
- Department of Nursing Science, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Yanhong Han
- Department of Nursing, Wuhan Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Hui Wang
- Department of Medicine, Jingchu University of Technology, Jingmen, Hubei, China
| | - Lijuan Xiong
- Department of Nursing, Wuhan Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
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Li N, Fu L, Yang H, Zhao W, Wang X, Yan Y, Fu Y. The relationship between mobile phone dependence and academic burnout in Chinese college students: a moderated mediator model. Front Psychiatry 2024; 15:1382264. [PMID: 38827446 PMCID: PMC11140007 DOI: 10.3389/fpsyt.2024.1382264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/07/2024] [Accepted: 05/06/2024] [Indexed: 06/04/2024] Open
Abstract
Objective The aim of this study was to examine the correlation between the level of mobile phone dependence among college students and their experience of academic burnout. Additionally, the study sought to explore the potential mediating effect of study engagement and the moderating role of love. Methods During October and December 2023, a cross-sectional study measuring mobile phone dependence, academic burnout, and study engagement among Chinese college students, using the UtrechtWork Engagement Scale-student (UWES-S), College Student Mobile Phone Dependence Questionnaire (CSMPDQ), and Academic Burnout Questionnaire (ABQ). To examine the hypothesis of mediating and moderating effect, SPSS PROCESS was utilized. Results The predictive effect of mobile phone dependence on academic burnout was significant (β = 0.410, t = 14.236, p < 0.001), and the predictive effect of mobile phone dependence on academic burnout remained significant when the mediating variable study engagement was introduced (β = 0.308, t = 10.288, p < 0.001), mobile phone dependence had a significant predictive effect on study engagement (β = -0.292, t = -11.639, p < 0.001), and study engagement had a significant positive predictive effect on academic burnout (β = -0.270, t = -9.028, p < 0.001). Love significantly negatively predicted study engagement (β = -0.564, t = -9.641, p < 0.001); and the interaction term for mobile phone dependence and love was significant (β = -0.211, t = -3.688, p < 0.001), indicating a significant moderating effect of love between mobile phone dependence and study engagement. Conclusion Mobile phones among college students has been found to have a direct correlation with academic burnout. It can also indirectly contribute to academic burnout by diminishing levels of academic engagement. This indirect relationship is further influenced by love. These findings can help researchers and educators better understand the underlying mechanisms between smartphone dependence and learning burnout in undergraduates.
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Affiliation(s)
| | | | | | | | | | - Yingchun Yan
- School of Mental Health, Jining Medical University, Jining, China
| | - Yangyang Fu
- School of Mental Health, Jining Medical University, Jining, China
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Shao Y, Kang S, Lu Q, Zhang C, Li R. How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement. BMC Psychol 2024; 12:278. [PMID: 38755660 PMCID: PMC11100061 DOI: 10.1186/s40359-024-01780-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 05/09/2024] [Indexed: 05/18/2024] Open
Abstract
BACKGROUND Despite the recognition of the impact of peer relationships, learning motivation, and learning engagement on academic achievement, there is still a gap in understanding the specific mechanisms through which peer relationships impact academic achievement via learning motivation and learning engagement. METHODS This study aims to investigate how peer relationships affect junior high school students' academic achievement through the chain mediating roles of learning motivation and learning engagement, employing the self-system model of motivational development as the theoretical framework. In January 2024, 717 participants were selected from two middle schools in eastern China (mean age = 13.49 years, SD = 0.5). The data analysis in this study was performed using the structural equation model (SEM) in AMOS 24.0 and SPSS 24.0. RESULTS The results showed that peer relationships were directly and significantly related to junior high school students' academic achievement, and that peer relationships were indirectly and positively related to junior high school students' academic achievement via learning motivation and learning engagement respectively. The results also revealed a significant indirect and positive relationship between peer relationships and junior high school students' academic achievement, mediated by the sequential mediating roles of learning motivation and learning engagement. Moreover, the path "peer relationship→learning motivation→academic achievement" has the strongest indirect effect. CONCLUSION For junior high school students to achieve academic success, the appropriate interventions should be implemented to improve peer relationships, learning motivation, and learning engagement.
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Affiliation(s)
| | - Shumin Kang
- College of Foreign Languages, Qufu Normal University, Qufu, China.
| | - Quan Lu
- College of Economics and Management, Tarim University, Alar, China
| | - Chao Zhang
- College of Foreign Languages, Qufu Normal University, Qufu, China
| | - Ruoxi Li
- Shandong Vocational Animal Science and Veterinary College, Weifang, China
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Fuente JDL, Sander P, Garzón Umerenkova A, Urien B, Pachón-Basallo M, O Luis E. The big five factors as differential predictors of self-regulation, achievement emotions, coping and health behavior in undergraduate students. BMC Psychol 2024; 12:267. [PMID: 38741197 DOI: 10.1186/s40359-024-01768-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Accepted: 05/06/2024] [Indexed: 05/16/2024] Open
Abstract
BACKGROUND The aim of this research was to analyze whether the personality factors included in the Big Five model differentially predict the self-regulation and affective states of university students and health. METHODS A total of 637 students completed validated self-report questionnaires. Using an ex post facto design, we conducted linear regression and structural prediction analyses. RESULTS The findings showed that model factors were differential predictors of both self-regulation and affective states. Self-regulation and affective states, in turn, jointly predict emotional performance while learning and even student health. These results allow us to understand, through a holistic predictive model, the differential predictive relationships of all the factors: conscientiousness and extraversion were predictors regulating positive emotionality and health; the openness to experience factor was non-regulating; nonregulating; and agreeableness and neuroticism were dysregulating, hence precursors of negative emotionality and poorer student health. CONCLUSIONS These results are important because they allow us to infer implications for guidance and psychological health at university.
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Affiliation(s)
- Jesús de la Fuente
- University of Navarra, University Campus, Pamplona, 31009, Spain
- Faculty of Psychology, University of Almería, Almería, 04001, Spain
| | - Paul Sander
- Teesside University, Middlesbrough, TS1 3BX, UK
| | | | - Begoña Urien
- University of Navarra, University Campus, Pamplona, 31009, Spain
| | | | - Elkin O Luis
- University of Navarra, University Campus, Pamplona, 31009, Spain.
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Cai X, Zhou N, Chen J, Mao Z, Wang S, Luo Z, Xie M, Mao Y. Gratitude practice helps undergraduates who experienced an earthquake in China find meaning in life. Sci Rep 2024; 14:10880. [PMID: 38740823 DOI: 10.1038/s41598-024-61256-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2024] [Accepted: 05/03/2024] [Indexed: 05/16/2024] Open
Abstract
This study was conducted following a magnitude 6.8 earthquake that occurred in early September 2022, coinciding with the commencement of a positive psychology course for the affected students. A sample of 479 Chinese undergraduates was recruited for an intervention focused on weekly gratitude practice. Data were collected through an online questionnaire package at 3 time points: the first week of the course (Time 1), the fifth week (Time 2), and the ninth week (Time 3), assessing gratitude, learning engagement, and the meaning of life. Findings revealed that gratitude significantly predicted meaning in life through learning engagement over time. This highlights the significant mediating role of learning engagement in the context of earthquakes and provides insights for positive interventions aimed at facilitating personal growth among emerging adults in higher educational settings, particularly those who have experienced traumatic events such as earthquakes.
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Affiliation(s)
- Xueli Cai
- Institute of Applied Psychology, Psychological Research and Counseling Center, Southwest Jiaotong University, Chengdu, China
| | - Ningyi Zhou
- Institute of Applied Psychology, Psychological Research and Counseling Center, Southwest Jiaotong University, Chengdu, China
| | - Junpeng Chen
- School of Social and Behavioral Sciences, Nanjing University, Nanjing, China
| | - Zhuozhu Mao
- Institute of Education, University College London, London, UK
| | - Shujun Wang
- Institute of Applied Psychology, Psychological Research and Counseling Center, Southwest Jiaotong University, Chengdu, China
| | - Zaibing Luo
- School of Foreign Languages, Southwest Jiaotong University, Chengdu, China
| | - Mei Xie
- Department of Social and Developmental Psychology, Sapienza University of Rome, Rome, Italy.
| | - Yanhui Mao
- Institute of Applied Psychology, Psychological Research and Counseling Center, Southwest Jiaotong University, Chengdu, China.
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Oluwadiya KS, Owoeye OK, Adeoti AO. Evaluating the factor structure, reliability and validity of the Copenhagen Burnout Inventory-Student Survey (CBI-SS) among faculty of arts students of Ekiti State University, Ado-Ekiti, Nigeria. Sci Rep 2024; 14:10476. [PMID: 38714782 PMCID: PMC11076545 DOI: 10.1038/s41598-024-61310-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2024] [Accepted: 05/03/2024] [Indexed: 05/10/2024] Open
Abstract
The Copenhagen burnout inventory-student survey (CBI-SS) has shown promising psychometric properties in diverse student populations. This study aims to investigate the psychometric properties of the Nigerian version of the CBI-SS. This was a cross-sectional study of 635 students from Ekiti State University, Ado-Ekiti, Nigeria. Confirmatory factor analysis (CFA) was utilized to assess the CBI-SS validity. The reliability score of the CBI-SS was 0.957, ranging from 0.862 to 0.914 for the subscales. Correlation coefficients among the four CBI-SS factors ranged from 0.507 to 0.713. The CFA indicated an adequate goodness-of-fit for the four-factor model of the CBI-SS with the sample data. However, Item 10 was removed due to unacceptably low Average Variance Extracted score. The four factors demonstrated a negative correlation with both General Academic Self-Efficacy Scale and Cumulative Grade Point Average. Furthermore, both self-reported burnout and perceived course stress showed associations with the CBI-SS, where lower levels of burnout corresponded with lower median scores on the CBI-SS scales. This study underscores the significance of the CBI-SS in evaluating student burnout within our student population. The findings indicate that the CBI-SS is a highly reliable and valid instrument for assessing student burnout, suggesting its potential for effective utilization in the Nigerian academic context.
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Affiliation(s)
- Kehinde Sunday Oluwadiya
- Department of Surgery, University of Sierra Leone Teaching Hospitals Complex, Freetown, Sierra Leone.
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Alghtany S, Madhuvu A, Fooladi E, Crawford K. Assessment of academic burnout and professional self-concept in undergraduate nursing students: A cross-sectional study. J Prof Nurs 2024; 52:7-14. [PMID: 38777528 DOI: 10.1016/j.profnurs.2024.03.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2023] [Revised: 03/03/2024] [Accepted: 03/04/2024] [Indexed: 05/25/2024]
Abstract
BACKGROUND Nursing turnover and shortage are an increasing phenomenon throughout the world; thus, it is critical to determine the factors that contribute to them. Nursing students' retention plans and turnover intentions are significantly influenced by academic burnout and professional self-concept. The COVID-19 pandemic could aggravate the study-associated stresses leading to burnout and jeopardize the nursing student's professional socialisation which is a key factor in their professional self-concept formation, it is important to investigate their relationship. PURPOSE To examine the relationship between professional self-concept and academic burnout among undergraduate Bachelor of Nursing students and identify predictors related to academic burnout. METHOD This cross-sectional study was conducted from May to June 2021. The participants were undergraduate Bachelor of Nursing students from two campuses of a large university in Victoria, Australia. Out of 1630 students, 198 participated in the study. The students were invited to complete an online survey through the university's online learning platform or flyers. Descriptive statistics, Pearson correlation, and Bootstrapping approaches were used to analyse the data. RESULTS The analysis found a significant positive correlation between the nursing students' total professional self-concept and academic burnout professional efficacy (r = 0.48; p < 0.01). A significant negative correlation was also detected between the total professional self-concept and academic burnout cynicism (r = - 0.21; p < 0.01). Moreover, the total nurse professional self-concept was a significant predictor of both academic burnout subscales cynicism and professional efficacy (p < 0.01). CONCLUSIONS Positive nursing professional self-concept may alleviate student's academic burnout, and it might contribute to the promotion of their professional efficacy.
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Affiliation(s)
- Safea Alghtany
- Monash Nursing and Midwifery, Monash University, Melbourne, VIC 3800, Australia.
| | - Auxillia Madhuvu
- Monash Nursing and Midwifery, Monash University, Melbourne, VIC 3800, Australia.
| | - Ensieh Fooladi
- Monash Nursing and Midwifery, Monash University, Melbourne, VIC 3800, Australia.
| | - Kimberley Crawford
- Monash Nursing and Midwifery, Monash University, Melbourne, VIC 3800, Australia.
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Huang F. The Relationship Between Trait Mindfulness and Depression in Elementary Pre-Service Teachers: The Sequential Mediating Role of Flow Experience and Learning Engagement. Psychol Res Behav Manag 2024; 17:1689-1702. [PMID: 38660457 PMCID: PMC11042480 DOI: 10.2147/prbm.s450594] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2023] [Accepted: 03/12/2024] [Indexed: 04/26/2024] Open
Abstract
Objective The purpose of this study is to investigate the relationship between trait mindfulness, flow experience, learning engagement, and depression among elementary pre-service teachers. Methods We employed the Five Facet Mindfulness Questionnaire, Flow Experience Scale, Learning Engagement Scale, and Center for Epidemiologic Studies Depression Scale to assess 614 elementary pre-service teachers. Results Trait mindfulness in elementary pre-service teachers negatively predicts depression. Trait mindfulness indirectly impacts depression through flow experience and learning engagement. Furthermore, flow experience and learning engagement serve as mediating factors in the relationship between trait mindfulness and depression among elementary pre-service teachers. Conclusion Flow experience and learning engagement play a mediating role in the relationship between trait mindfulness and depression among elementary pre-service teachers. This study enriches our understanding of depression cognitive theory, emphasizing the positive influence of internal resources on depression prevention. Additionally, it provides a deeper explanation of the mechanism through which trait mindfulness affects depression, offering valuable insights for future depression intervention programs.
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Affiliation(s)
- Fenxia Huang
- Basic Education College, Putian University, Putian, People’s Republic of China
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Carrard V, Berney S, Bourquin C, Ranjbar S, Castelao E, Schlegel K, Gaume J, Bart PA, Schmid Mast M, Preisig M, Berney A. Mental health and burnout during medical school: Longitudinal evolution and covariates. PLoS One 2024; 19:e0295100. [PMID: 38626104 PMCID: PMC11020803 DOI: 10.1371/journal.pone.0295100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Accepted: 03/28/2024] [Indexed: 04/18/2024] Open
Abstract
BACKGROUND Medical students' rate of depression, suicidal ideation, anxiety, and burnout have been shown to be higher than those of the same-age general population. However, longitudinal studies spanning the whole course of medical school are scarce and present contradictory findings. This study aims to analyze the longitudinal evolution of mental health and burnout from the first to the last year of medical school using a wide range of indicators. Moreover, biopsychosocial covariates that can influence this evolution are explored. METHOD In an open cohort study design, 3066 annual questionnaires were filled in by 1595 different students from the first to the sixth year of the Lausanne Medical School (Switzerland). Depression symptoms, suicidal ideation, anxiety symptoms, stress, and burnout were measured along with biopsychosocial covariates. The longitudinal evolution of mental health and burnout and the impact of covariates were modelled with linear mixed models. RESULTS Comparison to a same-aged general population sample shows that medical students reported significantly more depression symptoms and anxiety symptoms. Medical students' mental health improved during the course of the studies in terms of depression symptoms, suicidal ideation, and stress, although suicidal ideation increased again in the last year and anxiety symptoms remained stable. Conversely, the results regarding burnout globally showed a significant worsening from beginning to end of medical school. The covariates most strongly related to better mental health and less burnout were less emotion-focused coping, more social support, and more satisfaction with health. CONCLUSION Both improvement of mental health and worsening of burnout were observed during the course of medical school. This underlines that the beginning and the end of medical school bring specific challenges with the first years' stressors negatively impacting mental health and the last year's difficulties negatively impacting burnout.
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Affiliation(s)
- Valerie Carrard
- Department of Psychiatry, Psychiatric Liaison Service, Lausanne University Hospital (CHUV) and University of Lausanne, Lausanne, Switzerland
| | - Sylvie Berney
- Department of Psychiatry, Service of General Psychiatry, Lausanne University Hospital (CHUV) and University of Lausanne, Lausanne, Switzerland
| | - Céline Bourquin
- Department of Psychiatry, Psychiatric Liaison Service, Lausanne University Hospital (CHUV) and University of Lausanne, Lausanne, Switzerland
| | - Setareh Ranjbar
- Department of Psychiatry, Psychiatric Epidemiology and Psychopathology Research Centre, Lausanne University Hospital (CHUV) and University of Lausanne, Lausanne, Switzerland
| | - Enrique Castelao
- Department of Psychiatry, Psychiatric Epidemiology and Psychopathology Research Centre, Lausanne University Hospital (CHUV) and University of Lausanne, Lausanne, Switzerland
| | - Katja Schlegel
- Institute of Psychology, University of Bern, Bern, Switzerland
| | - Jacques Gaume
- Department of Psychiatry, Addiction Medicine, Lausanne University Hospital (CHUV) and University of Lausanne, Lausanne, Switzerland
| | - Pierre-Alexandre Bart
- Department of Internal Medicine, Lausanne University Hospital (CHUV) and University of Lausanne, Lausanne, Switzerland
| | - Marianne Schmid Mast
- Faculty of Business and Economics (HEC Lausanne), Department of Organizational Behavior, University of Lausanne, Lausanne, Switzerland
| | - Martin Preisig
- Department of Psychiatry, Psychiatric Epidemiology and Psychopathology Research Centre, Lausanne University Hospital (CHUV) and University of Lausanne, Lausanne, Switzerland
| | - Alexandre Berney
- Department of Psychiatry, Psychiatric Liaison Service, Lausanne University Hospital (CHUV) and University of Lausanne, Lausanne, Switzerland
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Zupančič N, Palanović A, Ružojčić M, Boštjančič E, Popov B, Jelić D, Galić Z. Differential influence of basic psychological needs on burnout and academic achievement in three southeast European countries. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2024; 59:288-302. [PMID: 37697182 DOI: 10.1002/ijop.12938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Accepted: 08/21/2023] [Indexed: 09/13/2023]
Abstract
Several studies show the importance of basic psychological needs (BPN) for decreasing burnout and increasing grade point average (GPA), but, to our knowledge, no prior study has explored the potential contextual differences in Southeastern European countries. Moreover, even less is known about how this relationship may differ during stressful (exam) and less stressful (beginning of the semester) periods. Measures of the Maslach Burnout Inventory-Student Survey and BPN Satisfaction and Frustration Scale were translated and adapted. The study included a cross-sectional sample of students from Croatia, Serbia and Slovenia during beginning of the semester and exam period. Across all countries and both contexts, students with high autonomy need satisfaction showed the strongest decrease in burnout, followed by those with high competence need satisfaction. Students with high academic achievement showed an increase due to competence need satisfaction. Competence and autonomy need satisfaction were higher beginning of a semester, while burnout was higher during the exam period. BPN play an important role in educational settings-satisfaction of the need for autonomy and competence protects students from burnout, and the need for competence predicts greater academic achievement regardless of culture or time of the semester.
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Affiliation(s)
- Nina Zupančič
- Department of Psychology, Faculty of Arts, University of Ljubljana, Ljubljana, Slovenia
| | - Antun Palanović
- Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia
| | - Mitja Ružojčić
- Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia
| | - Eva Boštjančič
- Department of Psychology, Faculty of Arts, University of Ljubljana, Ljubljana, Slovenia
| | - Boris Popov
- Department of Psychology, Faculty of Philosophy, University of Novi Sad, Novi Sad, Serbia
| | - Dragana Jelić
- Department of Psychology, Faculty of Philosophy, University of Novi Sad, Novi Sad, Serbia
| | - Zvonimir Galić
- Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia
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Di Vincenzo M, Arsenio E, Della Rocca B, Rosa A, Tretola L, Toricco R, Boiano A, Catapano P, Cavaliere S, Volpicelli A, Sampogna G, Fiorillo A. Is There a Burnout Epidemic among Medical Students? Results from a Systematic Review. MEDICINA (KAUNAS, LITHUANIA) 2024; 60:575. [PMID: 38674221 PMCID: PMC11052230 DOI: 10.3390/medicina60040575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2024] [Revised: 03/12/2024] [Accepted: 03/29/2024] [Indexed: 04/28/2024]
Abstract
Background and Objectives: Medical students represent the ideal target group for promoting mental health and mental wellbeing, being exposed to specific risk factors, such as the content of medical training, the exposure to sickness and death, and a stressful academic routine. Medical students report high levels of cynicism and emotional exhaustion, which represent two of the essential features of burnout syndrome. In this systematic review, studies assessing the levels of burnout among medical students through validated tools worldwide were analyzed. Materials and Methods: A systematic review has been performed in order to identify studies: (1) focusing on samples of medical students; (2) evaluating burnout syndrome using validated tools; (3) providing prevalence data on burnout; and (4) written in English. Results: Out of the 5547 papers initially obtained, 64 were finally included in the analysis. The sample sizes ranged from 51 to 2682 participants. Almost all studies had a cross-sectional design; the Maslach Burnout Inventory and its related versions were the most frequently used assessment tools. The prevalence of burnout, which was stratified based on gender and academic stage, ranged from 5.6 to 88%. Burnout was mostly predicted by thoughts of stopping medical education, negative life events, lack of support, dissatisfaction, and poor motivation. Conclusions: The prevalence of burnout syndrome in medical students is quite heterogeneous, reaching a peak of 88% in some countries. However, several predictors have been identified, including negative life events or poor motivation. These findings highlight the need to develop preventive interventions targeting the future generation of medical doctors, in order to improve their coping strategies and resilience styles.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | | | - Gaia Sampogna
- Department of Psychiatry, University of Campania “Luigi Vanvitelli”, 80138 Naples, Italy (S.C.)
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Zeijen MEL, Brenninkmeijer V, Peeters MCW, Mastenbroek NJJM. The Role of Personal Demands and Personal Resources in Enhancing Study Engagement and Preventing Study Burnout. THE SPANISH JOURNAL OF PSYCHOLOGY 2024; 27:e10. [PMID: 38454632 DOI: 10.1017/sjp.2024.10] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/09/2024]
Abstract
Using a 1-year longitudinal design, we examined the role of personal demands and personal resources in long-term health impairment and motivational processes among master students. Based on the job demands-resources theory and transactional model of stress, we hypothesized that students' personal demands (i.e., irrational performance demands, awfulizing and irrational need for control) predict perceived study demands one year later, and indirectly relate to burnout. Furthermore, we predicted that personal resources indirectly associate with study engagement via students' perceived study resources one year later. These hypotheses were tested in a sample of Dutch master students (N = 220 at T1 and T2) using structural equation modelling. As hypothesized, personal demands and personal resources at T1 predicted study demands and study resources one year later (T2, β = .25-.42, p <. 05), respectively. Study-home interference [study demand] mediated the association between personal demands and burnout (β = .08, p = .029), whereas opportunities for development [study resource] mediated the association between personal resources and study engagement (β = .08, p = .014). Hence, personal demands and personal resources relate indirectly to students' burnout and engagement one year later via a heightened level of specific study demands and study resources. Accordingly, the present research expands the propositions of the JD-R Theory by proposing personal demands as a relevant factor for students' long-term well-being.
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Affiliation(s)
| | | | - Maria C W Peeters
- Universiteit Utrecht (The Netherlands)
- Eindhoven University of Technology (The Netherlands)
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Wu H, Zeng Y, Fan Z. Unveiling Chinese senior high school EFL students' burnout and engagement: Profiles and antecedents. Acta Psychol (Amst) 2024; 243:104153. [PMID: 38266578 DOI: 10.1016/j.actpsy.2024.104153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2023] [Revised: 01/16/2024] [Accepted: 01/17/2024] [Indexed: 01/26/2024] Open
Abstract
Burnout impairs English as a foreign language (EFL) learning, while engagement enhances it. However, most relevant studies have focused on college students, neglecting senior high school students. To address this gap, this mixed-methods study used two scales to assess the levels of burnout and engagement among 1234 Chinese senior high school EFL students. We also applied a person-centered approach with a statistical software (Mplus 8.7) to identify their latent profiles. Then, we conducted semi-structured interviews with 30 students and analyzed the data using thematic analysis with a qualitative software (MAXQDA 2022) to investigate the antecedents of their burnout and engagement. The statistical analysis revealed three profiles: high burnout-low engagement (16.0 %), moderate burnout-moderate engagement (61.8 %), and low burnout-high engagement (22.2 %). The profiles were associated with demographic characteristics such as gender, age, and grade. The thematic analysis identified four major antecedents: high academic stress and low academic support for burnout, and high external support and high internal support for engagement. Each major antecedent consisted of several categories and subcategories. This study could inform the design of effective interventions to reduce Chinese EFL students' burnout and increase their engagement.
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Affiliation(s)
- Hanwei Wu
- School of Foreign Studies, Hunan Normal University, Changsha city, Hunan province, China.
| | - Yonghong Zeng
- School of Foreign Studies, Hunan Normal University, Changsha city, Hunan province, China.
| | - Zhiguang Fan
- School of Teacher Education, Shaoxing University, Shaoxing city, Zhejiang province, China.
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Nebhinani N, Kuppili PP, Mamta. Feasibility and effectiveness of stress management skill training in medical students. Med J Armed Forces India 2024; 80:140-144. [PMID: 38525462 PMCID: PMC10954490 DOI: 10.1016/j.mjafi.2021.10.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Accepted: 10/06/2021] [Indexed: 11/24/2022] Open
Abstract
Background There is limited literature on stress management interventions targeting Indian medical undergraduates. With this background, the study aimed to evaluate the feasibility and effectiveness of stress management intervention on perceived stress, coping and burnout amongst first-year medical undergraduates. Methods It was a quasi-experimental study assessing the effect of "Comprehensive Stress Management Skill Training Program". This intervention emphasized on self-awareness of early warning signs of stress, adopting a healthy lifestyle, developing assertiveness at work, maintaining work-life balance. The stress reduction techniques mainly consisted of deep breathing exercises, progressive muscular relaxation and visualization. It was delivered by a team of a psychiatrist and a nurse to hundred first year medical undergraduate students. Medical Students Stressor Questionnaire, Brief COPE Questionnaire and Maslach Burnout Inventory-Student Survey were applied for assessment of perceived stress, burn out, and coping, respectively, at baseline, finish of one and three months of intervention. Results Significant improvement was noted in academic stress, interpersonal-related stress, teaching learning-related stress, and total stress scores, emotional exhaustion, and emotion-focused coping at the end of the three months of intervention. Positive feedback about the intervention was given by majority of the students. Conclusion Stress management intervention was found to be feasible and effective in improving stress, coping, and emotional exhaustion in first year medical students.
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Affiliation(s)
- Naresh Nebhinani
- Additional Professor (Psychiatry), All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
| | - Pooja Patnaik Kuppili
- Senior Clinical Fellow, Black Country Healthcare Foundation NHS Trust, United Kingdom
| | - Mamta
- Lecturer, College of Nursing, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
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Ren L. Towards the role of apprehension and anxiety as antecedents of EFL students' burnout. Heliyon 2024; 10:e25777. [PMID: 38404790 PMCID: PMC10884406 DOI: 10.1016/j.heliyon.2024.e25777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Revised: 03/25/2023] [Accepted: 02/01/2024] [Indexed: 02/27/2024] Open
Abstract
How students experience the learning process is of great importance because it affects the enthusiasm they feel during this process. Although many studies have been conducted on apprehension, anxiety, and burnout in both teachers and students, few focus on the relationship between these three variables. To this end, the three variables in this review study are first defined. Then, the relationship between EFL learners' apprehension and their anxiety and burnout is discussed. It seems that the more apprehensive and anxious one feels, the more likely they feel burned out. Finally, the implications of this study and suggestions for further studies are presented.
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Affiliation(s)
- Liping Ren
- Shanghai Institute of Tourism, Shanghai 201418, China
- Shanghai Normal University, Shanghai 201418, China
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Urtubia-Herrera V, Navarta-Sánchez MV, Palmar-Santos AM, Pedraz-Marcos A, García-Gomez A, Luis EO, Bermejo-Martins E. The relationship between sense of coherence and emotional intelligence as individual health assets for mental health promotion in students and healthcare professionals: a scoping review. Front Public Health 2024; 12:1304310. [PMID: 38450140 PMCID: PMC10916004 DOI: 10.3389/fpubh.2024.1304310] [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: 09/29/2023] [Accepted: 02/07/2024] [Indexed: 03/08/2024] Open
Abstract
Introduction Workplace Mental health promotion in healthcare sector, is a global priority due to the stress associated with caregiving environments and the increase of mental health problems among health professionals and students. The role of emotional intelligence (EI) and sense of coherence (SOC) have been identified as critical health protectors. However, the relationship between them as well as the underlying mechanisms of these relationships on health benefits in this population is still unclear. Aim To synthetize the existing literature on the relationship between emotional intelligence and sense of coherence, as well as their mutual impact on healthcare workers' and student's well-being. Method A scoping review was conducted following the Joanna Briggs Institute guidelines. A systematic search was conducted in PsyCINFO, CINHAL, SCOPUS and PUBMED databases, using key-terms such as students, health professionals, emotional intelligence, and sense of coherence. Results A total of 11 articles were included, with a range of years from 2014 to 2022. Evidence was found to support the positive relationship between sense of coherence and emotional intelligence. The use of EI as a training pathway to improve SOC and health promoting behaviors is suggested. The benefits of intervening on these factors contribute to improved health professionals' and students' general well-being and motivation for a better performance, either in their studies or clinical work. Conclusion The positive relationship between emotional intelligence and a sense of coherence has direct and indirect benefits on students' and healthcare professionals' well-being. Future studies should address longitudinal and experimental analysis to confirm these findings.
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Affiliation(s)
| | - María Victoria Navarta-Sánchez
- Nursing Department, Faculty of Medicine, Autonomous University of Madrid, Madrid, Spain
- Nursing and Health Care Research Group, Puerta de Hierro-Segovia Arana Health Research Institute, Madrid, Spain
| | - Ana María Palmar-Santos
- Nursing Department, Faculty of Medicine, Autonomous University of Madrid, Madrid, Spain
- Nursing and Health Care Research Group, Puerta de Hierro-Segovia Arana Health Research Institute, Madrid, Spain
| | - Azucena Pedraz-Marcos
- Health Care and Health Services Research Unit (Investén-ISCIII), Carlos III Health Institute (ISCIII), Madrid, Spain
| | | | - Elkin O. Luis
- Psychological Processes in Education and Health Group, School of Education and Psychology, University of Navarra, Pamplona, Spain
- Navarra Institute for Health Research (IdiSNA), Pamplona, Spain
| | - Elena Bermejo-Martins
- Navarra Institute for Health Research (IdiSNA), Pamplona, Spain
- Department of Psychology, University of Copenhagen, Copenhagen, Denmark
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40
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Aria A, Jafari P, Behifar M. Identification of factors affecting student academic burnout in online education during the COVID-19 pandemic using grey Delphi and grey-DEMATEL techniques. Sci Rep 2024; 14:3989. [PMID: 38368462 PMCID: PMC10874453 DOI: 10.1038/s41598-024-53233-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2023] [Accepted: 01/30/2024] [Indexed: 02/19/2024] Open
Abstract
The coronavirus outbreak caused most education institutions to shift to online education. One of the consequences of the pandemic and spread of online education was the prevalence of academic burnout among students has been students' academic burnout. Accordingly, it is necessary to identify the influential factors to reduce burnout. This study aimed to identify the factors affecting academic burnout and their cause-effect relationships. For this purpose, to conduct the gray Delphi technique, a questionnaire was administered to a randomly selected sample consisted of 86 graduate students of the Islamic Azad University, Science and Research Branch. In addition, a randomly selected sample of 37 graduate students filled a matrix questionnaire Collected data were analyzed using the Gray-DEMATEL technique. As a result of Gray Delphi screening, out of the 43 sub-factors identified, six sub-factors were eliminated and 37 sub-factors in 7 main factors were determined as factors affecting students' academic burnout. Analysis of the collected data using the Grey-DEMATEL technique revealed that among the seven main factors, Technology infrastructure, institutional facilities, and faculty characteristics are in the net cause category, respectively. The classroom environment and course structure, the social-emotional factor, the characteristics of students, and the home and family environment are in the net effect category. Technology infrastructure is the most influential factor that affects other factors. Identifying effective factors and the causal relationships between them have significant implications for policymakers and academic planners to prevent and reduce student burnout in online environment by focusing on the most influential factors.
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Affiliation(s)
- Andrea Aria
- CIS Department, Robinson College of Business, Georgia State University, 35 Broad St. NW, Atlanta, GA, 30303, USA
| | - Parivash Jafari
- Department of Educational Administration, School of Management and Economics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
| | - Maryam Behifar
- Department of Technology Management, School of Management and Economics, Science and Research Branch, Islamic Azad University, Tehran, Iran
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41
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Uğraş S, Mergan B, Çelik T, Hidayat Y, Özman C, Üstün ÜD. The relationship between passion and athlete identity in sport: the mediating and moderating role of dedication. BMC Psychol 2024; 12:76. [PMID: 38360690 PMCID: PMC10870517 DOI: 10.1186/s40359-024-01565-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2023] [Accepted: 01/29/2024] [Indexed: 02/17/2024] Open
Abstract
BACKGROUND In addition to the fact that the concept of passion in sports plays a significant role in the formation of the identity concept of athletes, the dedication of athletes to the sports branches they are interested in also has a significant impact on their passion for the sport they are interested in as well as their identity as an athlete. In this direction, the research aims to investigate the role of dedication as a mediator and moderator in the relationship between athlete identity and passion in sport. METHODS The research was designed using the quantitative research technique of relational surveying. As data collection instruments for the research, the athlete identity scale, the passion in sport scale, and the sports commitment scale were utilized. 237 amateur and professional athletes, of which 142 were male and 95 were female (Mage = 22.7), participated voluntarily in the study by random sampling. The data were analyzed with the PROCESS and Jamovi programs in order to examine the direct and indirect effects. RESULTS Significant effects of sports passion on commitment and athlete identity were found. Since both dedication and athlete identity had a significant effect on passion for sports, it was determined that passion for sports continues to influence athlete identity through the medium of dedication. The moderator significance of medium, high, and low values of devotion was determined. ETHICS APPROVAL NUMBER 226394, date of registration: 03/11/2022. CONCLUSION On the basis of the results of the statistical analyses, it was determined that the concept of dedication has a mediating and moderating effect on the relationship between sports passion and athlete identity.
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Affiliation(s)
- Sinan Uğraş
- Faculty of Sport Sciences, Çanakkale Onsekiz Mart University, Çanakkale, Turkey.
| | - Barış Mergan
- Faculty of Sports Sciences, Tokat Gaziosmanpaşa University, Tokat, Turkey
| | - Talip Çelik
- İnönü University Malatya Vocational School, İnönü University, Malatya, Turkey
| | - Yusuf Hidayat
- Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
| | - Cemal Özman
- Faculty of Sports Sciences, Bartın University, Bartın, Turkey
| | - Ümit Doğan Üstün
- Faculty of Sports Siences, Recep Tayyip Erdoğan Üniversitesi, Rize, Turkey
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Aguayo-Estremera R, Membrive-Jiménez MJ, Albendín-García L, Gómez-Urquiza JL, Romero-Bejar JL, De la Fuente-Solana EI, Cañadas GR. Analyzing Latent Burnout Profiles in a Sample of Spanish Nursing and Psychology Undergraduates. Healthcare (Basel) 2024; 12:438. [PMID: 38391813 PMCID: PMC10888431 DOI: 10.3390/healthcare12040438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2023] [Revised: 01/25/2024] [Accepted: 02/05/2024] [Indexed: 02/24/2024] Open
Abstract
There is abundant literature suggesting that university students in helping professions experience high levels of stress, leading to an increased risk of developing burnout. The objective of this study was to identify burnout profiles in a sample of 1162 Spanish nursing and psychology undergraduates using latent profile analysis, a person-oriented statistical method that can identify hidden homogenous subgroups within a heterogeneous population. We expected to replicate in university students the five-profile structure (burnout, overextended, disengaged, ineffective, and engagement) proposed by Leiter and Maslach using the burnout dimensions (emotional exhaustion, cynicism, and inefficacy) as indicators. The results showed that burnout, overextended, and engagement profiles were adequately replicated. Given that levels of inefficacy and cynicism were medium to low, the ineffective and disengaged profiles somewhat deviated from those identified by Leiter and Maslach. We found differences between the five latent profiles in several psychological variables, such as depression and anxiety. These results suggest that psychosocial factors (e.g., workload) are significant among students and may adversely impact their health, leading to psychosomatic and emotional disorders. Hence, designing effective interventions to prevent health problems associated with burnout seems advisable, considering the specific burnout profile that a student exhibits.
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Affiliation(s)
- Raimundo Aguayo-Estremera
- Department of Psychobiology and Methodology in Behavioral Sciences, Complutense University of Madrid, Campus de Somosaguas, 28223 Pozuelo de Alarcón, Spain
| | | | - Luis Albendín-García
- Casería de Montijo Health Center, Granada Metropolitan District, Andalusian Health Service, Calle Joaquina Eguaras nº 2, Edificio 2 1ª Planta, 18013 Granada, Spain
- Instituto de Investigación Biosanitaria (ibs.GRANADA), 18012 Granada, Spain
| | - José L Gómez-Urquiza
- Ceuta Faculty of Health Sciences, Campus Universitario de Ceuta, University of Granada, 51001 Ceuta, Spain
| | - José Luis Romero-Bejar
- Instituto de Investigación Biosanitaria (ibs.GRANADA), 18012 Granada, Spain
- Department of Statistics and Operations Research, University of Granada, Av. de Fuente Nueva, s/n, 18071 Granada, Spain
- Institute of Mathematics, University of Granada (IMAG), 18016 Granada, Spain
| | | | - Gustavo R Cañadas
- Department of Didactic of Mathematics, Faculty of Education, University of Granada, Campus Universitario de la Cartuja, 18071 Granada, Spain
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43
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Abraham A, Chaabna K, Sheikh JI, Mamtani R, Jithesh A, Khawaja S, Cheema S. Burnout increased among university students during the COVID-19 pandemic: a systematic review and meta-analysis. Sci Rep 2024; 14:2569. [PMID: 38297145 PMCID: PMC10831088 DOI: 10.1038/s41598-024-52923-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 01/25/2024] [Indexed: 02/02/2024] Open
Abstract
Generally, university students are at risk of burnout. This likely was exacerbated during the COVID-19 pandemic. We aimed to investigate burnout prevalence among university students during the COVID-19 pandemic and examine its distribution across countries, sexes, fields of study, and time-period. PubMed, EMBASE, PsycINFO, World Health Organization's Global COVID-19 database, Scopus, Epistemonikos, ERIC and Google Scholar were searched (protocol: https://doi.org/10.17605/OSF.IO/BYRXW ). Studies were independently screened and extracted. Random-effects meta-analysis was performed. Study quality was appraised, and certainty of evidence was assessed using the Grading of Recommendations Assessment, Development, and Evaluation approach. We identified 44 primary studies comprising 26,500 students. Global prevalence rates were 56.3% for high emotional exhaustion (EE), 55.3% for high cynicism (CY) and 41.8% for low personal accomplishment (PA). Prevalence of EE, CY, and PA domains varied significantly across fields of study, countries and WHO and World Bank regions, but not sex. All studies demonstrated good internal validity, although substantial heterogeneity existed between studies. The certainty of evidence was rated as moderate. Considering its potentially severe consequences, burnout is a significant public health concern. The development and implementation of evidence-based localized interventions at organizational and individual levels are necessary to mitigate burnout.
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Affiliation(s)
- Amit Abraham
- Institute for Population Health, Weill Cornell Medicine-Qatar, Education City, Qatar Foundation, P.O. Box 24144, Doha, Qatar.
| | - Karima Chaabna
- Institute for Population Health, Weill Cornell Medicine-Qatar, Education City, Qatar Foundation, P.O. Box 24144, Doha, Qatar
| | - Javaid I Sheikh
- Office of the Dean, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Ravinder Mamtani
- Institute for Population Health, Weill Cornell Medicine-Qatar, Education City, Qatar Foundation, P.O. Box 24144, Doha, Qatar
| | - Anupama Jithesh
- Institute for Population Health, Weill Cornell Medicine-Qatar, Education City, Qatar Foundation, P.O. Box 24144, Doha, Qatar
| | - Salina Khawaja
- Institute for Population Health, Weill Cornell Medicine-Qatar, Education City, Qatar Foundation, P.O. Box 24144, Doha, Qatar
| | - Sohaila Cheema
- Institute for Population Health, Weill Cornell Medicine-Qatar, Education City, Qatar Foundation, P.O. Box 24144, Doha, Qatar
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44
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Chaudhry S, Tandon A, Shinde S, Bhattacharya A. Student psychological well-being in higher education: The role of internal team environment, institutional, friends and family support and academic engagement. PLoS One 2024; 19:e0297508. [PMID: 38271390 PMCID: PMC10810468 DOI: 10.1371/journal.pone.0297508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Accepted: 01/06/2024] [Indexed: 01/27/2024] Open
Abstract
Psychological well-being of students is an area of concern in higher education institutes across the world. Although several studies have explored the factors associated with students' psychological well-being, limited research has focused on the relation between the overall support for students and psychological well-being. Students of higher education may get formal support, in the form of team environment and institutional support; and informal support, in the form of family and friends' support. The purpose of this study is to examine the relation of these four kinds of support with psychological well-being of management students. We also examine the intervening role of academic engagement in this relationship. Analysis using structural equation modeling and hierarchical regression on data collected from 309 management students from Indian universities, shows that positive internal team environment, and institutional and family support positively relate to students' psychological well-being. Academic engagement partially mediates the relation between positive internal team environment and psychological well-being, and family support and psychological well-being. Also, academic engagement fully mediates the relation between institutional support and psychological well-being. The study highlights the significance of internal team environment and institutional support for students' academic engagement and psychological well-being, and the role of academic engagement in determining well-being. Based on these findings, we suggest interventions that can be undertaken by educational institutions to enhance psychological well-being of students. Theoretical implications and research avenues are discussed.
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Affiliation(s)
- Smita Chaudhry
- Department of Human Resources, FLAME University, Pune, Maharashtra, India
| | - Ankita Tandon
- OB&HR Area, International Management Institute New Delhi, Delhi, India
| | - Shilpa Shinde
- Department of Human Resources, FLAME University, Pune, Maharashtra, India
| | - Anindita Bhattacharya
- Department of Psychiatry and Clinical Psychology, Narayana Health, Bengaluru, Karnataka, India
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45
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Cao F, Zhang LF, Li M, Xie Z. Subjective well-being among PhD students in mainland China: the roles of psychological capital and academic engagement. Front Psychol 2024; 15:1354451. [PMID: 38304918 PMCID: PMC10830902 DOI: 10.3389/fpsyg.2024.1354451] [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: 12/12/2023] [Accepted: 01/05/2024] [Indexed: 02/03/2024] Open
Abstract
The mental well-being of PhD students is a major concern in higher education. However, very few studies have investigated the influencing factors of PhD students' subjective well-being (SWB) - an important indicator of mental well-being. Even no study on the influencing factors of PhD students' SWB has been undertaken in mainland China. Based on job demands-resources theory, the present study pioneers the investigation of the relationship between PhD students' psychological capital (PsyCap; comprising self-efficacy, hope, resilience, and optimism) and SWB (comprising positive affect, negative affect, and life satisfaction) in mainland China. It further examined the mediating role of academic engagement (comprising vigor, dedication, and absorption) in this relationship. PhD students (n = 376) from two comprehensive universities in Jiangsu province responded to an online survey. The results showed that (1) self-efficacy was positively associated with life satisfaction, hope was positively associated with positive affect, optimism was significantly associated with all three dimensions of SWB, but resilience was not significantly associated with any of the three SWB dimensions; and (2) dedication mediated the relationship between hope and life satisfaction and that between optimism and negative affect and life satisfaction, but vigor and absorption did not mediate any of the PsyCap-SWB relationships. Limitations and practical implications of this study are discussed.
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Affiliation(s)
- Fei Cao
- Faculty of Education, The University of Hong Kong Special Administrative Region, Hong Kong, China
| | - Li-fang Zhang
- Faculty of Education, The University of Hong Kong Special Administrative Region, Hong Kong, China
| | - Mengting Li
- School of Education Science, Nanjing Normal University, Nanjing, China
| | - Zhengli Xie
- Faculty of Humanities, The Hong Kong Polytechnic University Special Administrative Region, Hong Kong, China
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46
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Hoferichter F, Lohilahti J, Hufenbach M, Grabe HJ, Hageman G, Raufelder D. Support from parents, teachers, and peers and the moderation of subjective and objective stress of secondary school student. Sci Rep 2024; 14:1161. [PMID: 38216714 PMCID: PMC10786930 DOI: 10.1038/s41598-024-51802-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Accepted: 01/09/2024] [Indexed: 01/14/2024] Open
Abstract
During adolescence, students increasingly report suffering from stress and school burnout, which poses a risk to students' healthy development. However, social support may counteract perceived stress according to the Buffering Hypothesis and the Conservation of Resources Theory. In search of factors that would support healthy student development, studies have primarily focused on self-report data and neglected biophysiological processes. Addressing this research desideratum, this study examined whether perceived social support buffers the interplay of self-reported stress considering biophysiological markers (i.e., cortisol, alpha-amylase, oxidative stress, and telomere length). 83 secondary school students (Mage = 13.72, SD = 0.67; 48% girls) from Germany participated in a questionnaire study and biophysiological testing. Moderation analyses in R revealed that support from parents moderated the relationships between psychological stress as well as cynicism and inadequacy at school linked to alpha-amylase.
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Affiliation(s)
- Frances Hoferichter
- Institute of Educational Science, University of Greifswald, Greifswald, Germany.
| | - Jonne Lohilahti
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
| | - Miriam Hufenbach
- Institute of Psychology Greifswald, University of Greifswald, Greifswald, Germany
| | - Hans Jörgen Grabe
- Department of Psychiatry and Psychotherapy, University Medicine Greifswald, Greifswald, Germany
| | - Geja Hageman
- Department of Pharmacology and Toxicology, Research Institute of Nutrition and Translational Research in Metabolism (NUTRIM), Maastricht University, Maastricht, The Netherlands
| | - Diana Raufelder
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
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Li Y, Zhang L. Exploring the relationships among teacher-student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence. Front Psychol 2024; 14:1329400. [PMID: 38259574 PMCID: PMC10800580 DOI: 10.3389/fpsyg.2023.1329400] [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: 10/28/2023] [Accepted: 12/18/2023] [Indexed: 01/24/2024] Open
Abstract
Introduction Within the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore the intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims to investigate the potential mediation role of emotional intelligence. The study delves into the experiences of 806 EFL students to comprehensively scrutinize these dynamics. Methods Employing Structural Equation Modeling (SEM), this study conducts a thorough analysis of the relationships between teacher-student dynamics, learning enjoyment, and burnout among EFL students. The primary objectives involve uncovering correlations among these factors and elucidating the potential mediating impact of emotional intelligence. Results The findings underscore robust associations between positive teacher-student relationships, heightened learning enjoyment, and reduced levels of burnout among EFL students. Noteworthy is the pivotal role of emotional intelligence, acting as a mediator, offering insights into the intricate ways in which teacher-student relationships and learning enjoyment influence burnout levels. Discussion These outcomes highlight the significance of nurturing students' emotional intelligence as a protective factor against burnout, advocating for tailored educational interventions. The research advocates for proactive measures to enhance emotional intelligence among EFL students, emphasizing its potential to mitigate burnout. Moreover, it suggests pedagogical strategies and institutional support prioritizing emotional intelligence to foster the well-being and academic success of Chinese EFL students.
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Affiliation(s)
- Ying Li
- School of Foreign Languages, Xinjiang Normal University, Ürümqi, China
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48
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Jin C, Fan C, Niu J. How physical exercise influences academic burnout among Chinese "Double Non" college students: the chain mediation role of mobile phone addiction and learning engagement. Front Psychol 2024; 14:1289499. [PMID: 38250123 PMCID: PMC10797110 DOI: 10.3389/fpsyg.2023.1289499] [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: 09/06/2023] [Accepted: 12/12/2023] [Indexed: 01/23/2024] Open
Abstract
Background With mental anxiety caused by the COVID-19 pandemic, the trend of "lying down" has become increasingly prevalent among Chinese college students such as not thinking ahead, decadent abandonment, and being weak daily. Particularly, Chinese "Double Non" college students are more likely to face academic burnout (AB) due to lower school satisfaction and after-degree employment ratio, in comparison to "Double First-Class" college students. Objectives In view of this, the present study examined the structural relationships of physical exercise (PE), mobile phone addiction (MPA), learning engagement (LE), and AB among Chinese "Double Non" college students, aiming at exploring corresponding mechanism to provide supportive guidance for alleviating potential AB. Methods This study adopted a cross-sectional survey approach among the sample of "Double Non" college students in China. We recruited 930 participants (272 men and 658 women) in the second half of the 2022-2023 academic year, all of whom completed questionnaires involving Physical Exercise Rating Scale, Mobile Phone Dependence Index Scale, Utrecht Work Engagement Scale-Student, and Maslach Burnout Inventory-Student Survey. A series of statistical analyses, including descriptive statistics, bivariate correlations, and direct and indirect effects among study variables, were proceeded based on the collected data. Results The results showed that PE can not only directly and negatively influence AB, but also indirectly and negatively influence AB through the mediation of MPA as well as the chain mediation of both MPA and LE. While PE had no significantly indirect effect on AB via LE. Discussion Physical exercise was proved to be an effective way to reduce MPA and then enhance LE, consequently leading to decreased AB in Chinese "Double Non" college students. The findings were discussed in light of related research, and implications and future directions were put forward for application in potential theoretical research and educational practice.
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Affiliation(s)
- Chao Jin
- College of Education, Qufu Normal University, Qufu, Shandong, China
- Office of Academic Research, Jining University, Qufu, Shandong, China
| | - Chunhong Fan
- College of Education, Qufu Normal University, Qufu, Shandong, China
- Shandong Polytechnic College, Jining, Shandong, China
| | - Jinpeng Niu
- College of Education, Qufu Normal University, Qufu, Shandong, China
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49
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Rudaz M, Ledermann T, Fincham FD. The interplay between mindfulness and caring for bliss on later student burnout. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024; 72:188-194. [PMID: 35021036 DOI: 10.1080/07448481.2021.2024549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Revised: 11/10/2021] [Accepted: 12/26/2021] [Indexed: 06/14/2023]
Abstract
Objectives: While there are good reasons to assume that mindfulness protects against burnout in students, nothing is known about the role of caring for bliss. This study examined whether caring for bliss moderated the relationship between mindfulness at baseline and aspects of burnout approximately 12 weeks later. Participants: Students (n = 92) from a university in the United States. Methods: Online surveys were administered in 2018. Results: Moderated regression analyses, controlling for depressive symptoms and burnout at baseline, revealed that caring for bliss moderated the relationship between earlier mindfulness and two aspects of later student burnout, namely emotional exhaustion and cynicism. Specifically, exhaustion and cynicism were low when students reported either low or high scores on both mindfulness and caring for bliss. No moderating effect was found for academic efficacy. Conclusions: Mindfulness and caring for bliss appear to work synergistically to reduce aspects of student burnout over time.
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Affiliation(s)
- Myriam Rudaz
- Department of Human Development and Family Science, Florida State University, Tallahassee, FL, USA
| | - Thomas Ledermann
- Department of Human Development and Family Science, Florida State University, Tallahassee, FL, USA
| | - Frank D Fincham
- Department of Human Development and Family Science, Florida State University, Tallahassee, FL, USA
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Chi X. The Influence of Presence Types on Learning Engagement in a MOOC: The Role of Autonomous Motivation and Grit. Psychol Res Behav Manag 2023; 16:5169-5181. [PMID: 38146391 PMCID: PMC10749567 DOI: 10.2147/prbm.s442794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Accepted: 12/09/2023] [Indexed: 12/27/2023] Open
Abstract
Purpose We developed a research framework based on the community of inquiry theory to examine the relationship between three kinds of MOOC presence (teaching presence, social presence, and cognitive presence) and learning engagement. Further, we explored the mediating effect of autonomous motivation and the moderating role of grit in this relationship. Participants and Methods The online survey included a sample of N = 794 college students (46.473% male) between the ages of 18 and 20. The COI survey instrument, short grit scale, the Utrecht work engagement scale-student scale and academic self-regulation questionnaire were used to test hypotheses. Results The study results showed that all three MOOC presences (teaching presence, social presence, and cognitive presence) had significant positive relationship with learning engagement. Autonomous motivation had a mediating role in them. Also, the positive relationship between social presence, cognitive presence, and autonomous motivation was stronger for students with a higher level of grit. Conclusion This study enriches the literature on whether and how the presence knowledge of MOOC courses affects college students' learning engagement, and the complexity of MOOC environments determines that grit plays an indispensable role in the learning process.
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Affiliation(s)
- Xiaobo Chi
- Conservatory of Music, Qingdao University, Qingdao, Shandong Province, People’s Republic of China
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