Self-efficacy, procrastination, and burnout in post-secondary faculty: An international longitudinal analysis

Wellness in the invisible workforce: a pilot well-being study in black, indigenous, and people of color (BIPOC) women faculty in the pharmacy and pharmaceutical sciences

BACKGROUND

Black, Indigenous, and other People of Color (BIPOC) women faculty are underrepresented in biomedical sciences and higher education. This disparity has been highlighted in previous studies to harm productivity, career progression, and well-being. This pilot study aimed to assess the perceived impact of a longitudinal well-being program for BIPOC women faculty, estimating its effects on well-being, burnout, and self-efficacy.

METHODS

Full-time faculty in pharmacy or pharmaceutical science, identifying as BIPOC women, participated in this pilot repeated cross-sectional study of participants in a Well-Being Initiative, with the first cross-sectional study coming before a pilot intervention and the second cross-sectional coming after the pilot intervention. Cohort 1 engaged in a two-year program, while Cohort 2 participated for one year. Open-text questions assessed program impact on well-being, and inductive coding identified themes. Well-being, burnout, and self-efficacy were measured using the General Well-Being Index (WBI), Maslach Areas of Worklife Survey (AWS), 2-items from the Maslach Burnout Index-Human Services Survey (MBI-HSS), and General Self-Efficacy Survey (GSES). Descriptive statistics were calculated for primary and secondary outcomes.

RESULTS

Sixteen participated in Cohort 1, and 18 participated in Cohort 2. Both cohorts reported a positive impact on well-being and a sense of community as a result of the program. Post-intervention median WBI decreased, and burnout and well-being risk declined (MBI: 24% and 28% point decrease at risk for burnout, WBI: median score 4 to 3 with 20% decreased risk for poor well-being, and median score 3 to 0.5 with a 61% point decrease at risk for poor well-being, for Cohorts 1 and 2, respectively). The AWS community subscale (Cohort 1) median score increased from 2.67 to 3.5, and values subscale (Cohort 2) median score increased 3.17 to 3.67, the largest increases. Cohort 2 exhibited improved self-efficacy (GSES median score change of 30 to 34). Participants reported the sense of community and connection built over the year(s) of the program, the ability to share of experiences from those further along in their career, having a safe space to be authentic with fellow participants, and the various sessions on creating self-care plans and maintaining core values as top themes of how program most benefited their well-being. Lessons learned and opportunities for improvement are addressed.

CONCLUSION

Participants reported many of the key impacts were the program's ability to foster a sense of community and help them develop skills for personal and professional well-being. While higher baseline risks of poor well-being and burnout persist for BIPOC women faculty, positive trends emerged post-intervention. This study contributes to innovative strategies focused on supporting the well-being of BIPOC women faculty and lessons learned may inform and help refine future research.

CLINICAL TRIAL NUMBER

Not applicable.

Battling Sleep Disturbances and Academic Procrastination in Undergraduates: A Pilot Study on Acceptance and Commitment Therapy vs. Motivational Interviewing

OBJECTIVES

This pilot study aimed to preliminarily assess the effectiveness of Acceptance and Commitment Therapy (ACT) vs. Motivational Interviewing (MI) in battling sleep disturbances and academic procrastination among Malaysian undergraduates.

METHOD

In this single-blind, quasi-experimental study, thirty undergraduate students were randomly assigned to either six online therapist-led Acceptance and Commitment Therapy (ACT) sessions (n = 15) or six online therapist-led Motivational Interviewing (MI) sessions (n = 15). The Tuckman Procrastination Scale, Pittsburgh Sleep Quality Index, and Psy-Flex were administered at baseline, the end of session 3, session 6, and one-month follow-up.

RESULTS

Participants in both groups showed significant improvement in academic procrastination, sleep disturbances, and psychological flexibility(p < .001, η2 = .62), with outcomes improved progressively after three sessions, six sessions, and at the one-month follow-up. There was no statistically significant difference between the effectiveness of ACT and MI.

CONCLUSIONS

This novel study provides preliminary support for the application of ACT and MI in reducing academic procrastination and sleep disturbances concurrently among undergraduates, with a greater number of sessions leading to better outcomes.The comparable effectiveness of both therapies implies possible flexibility in clinical practice, enabling practitioners to select an intervention based on factors like student preferences, therapist expertise, and resource availability. Future studies should explore the mechanisms and moderating factors influencing the effectiveness of these interventions through well-designed randomized controlled trials (RCTs) with larger sample sizes.

Cognitive behavior therapy for academic burnout, procrastination, self-handicapping behavior, and test anxiety among adolescents: a randomized control trial

OBJECTIVE

Academic stressors among adolescents, strongly associated with emotional disturbance, increase the chance of psychiatric problems, and their severity increases over time when emotional and educational issues remain unresolved. The present study is designed to investigate the impact of cognitive behavioural therapy (CBT) on procrastination, burnout, self-handicapping behaviour, test anxiety, and school functioning among adolescents facing academic problems.

MATERIALS AND METHODS

A total of 200 adolescents were enrolled for eligibility assessment; 129 participants met the eligibility criteria, and they were allocated to the experimental and waitlist control conditions. After the baseline assessment, participants were involved in the treatment condition, and after 6-8 follow-up sessions, they were referred for the post-assessment. We used different assessment measures to assess the outcome, i.e. General Procrastination Scale (GPS), Maslach Burnout Inventory-Student Survey (MBI-SS), Self-handicapping Scale (SHS), Test Anxiety Inventory (TAI), and Living up to Parental Expectation Scale (LPES). Repeated measures ANOVA was used to analyze the results.

RESULTS

The current RCT findings suggest that CBT was found an effective treatment condition to address the emotional problems among adolescents. CBT significantly reduced the degree of procrastination {F (1, 63) = 25.01, p < .000, η2 = 0.29} academic burnout {F (1, 63) = 11.08, p < .000, η2 = 0.16}, test anxiety {F(1, 63) = 88.17, p < .000, η2 = 0.59}, and self-handicapping {F (3, 56) = 10.17, p < .000, η2 = 0.16} among adolescents. CBT also significantly helped the students to manage parental unrealistic expectations through providing relationship skills and training {F (3,56) = 546.46, p < .001, η2 = 0.89). Further analysis reveals that counseling sessions substantially improved students' academic performance and students functioning at school in term of attendance and punctuality.

CONCLUSION

It is concluded that CBT efficiently addressed emotional and academic problems (i.e. procrastination, burnout, test anxiety, and self-handicapping behavior), improved students' functioning at school (i.e. attendance & and academic grades), and guided the students to manage unrealistic parental expectations.

Perceived stress and academic procrastination among higher vocational nursing students: the mediating roles of positive and negative emotions

BACKGROUND

Academic procrastination is particularly prevalent among higher vocational nursing students, a key component of the nursing workforce, and is closely associated with poor academic performance and a decline in clinical practice quality. While perceived stress and emotions are known significant predictors, the mechanisms through which they influence academic procrastination remain unclear. Thus, this study aimed to explore the mediating roles of positive and negative emotions in the relationship between perceived stress and academic procrastination among higher vocational nursing students.

METHODS

A cross-sectional survey was conducted among 1308 higher vocational nursing students from June to July 2023 in Hebei Province, China. The participants were recruited by convenient sampling to complete a sociodemographic and academic related information questionnaire, Perceived Stress Scales, Positive and Negative Affect Schedule, and Academic Procrastination Questionnaire for College Students. Then, the data were analysed by SPSS 26.0 and a multiple mediation model was tested using Hayes' PROCESS macro (Model 4). A mediation effect was considered statistically significant if the 95% confidence interval did not contain zero.

RESULTS

The mean score of academic procrastination was 50.4 (12.6), with 82.0% of nursing students reporting academic procrastination. A significant positive correlation was observed between perceived stress, negative emotions and academic procrastination (r = 0.442, r = 0.376, all P < 0.001). Conversely, a significant positive correlation was found between positive emotions and academic procrastination (r=-0.299, P < 0.001). Subsequent mediation analysis demonstrated that positive emotions and negative emotions partially mediated the correlation of perceived stress with academic procrastination (total indirect effect: Standardized β = 0.193, 95% CI [0.142, 0.247]). The direct effect was 0.252, and the mediating effect accounts for 43.4% of the total effect.

CONCLUSIONS

Positive and negative emotions act as partial mediators in the correlation between perceived stress and academic procrastination among higher vocational college nursing students. It is crucial for nurse educators to foster positive emotional experiences and alleviate negative emotions through strategies such as effective stress management and mindfulness practices, in order to mitigate academic procrastination.

LIMITATIONS

As a cross-sectional study, it cannot establish causal relationships between perceived stress, positive and negative emotions, and academic procrastination.

CLINICAL TRIAL NUMBER

Not applicable.

Clinical teaching self-efficacy positively predicts professional fulfillment and negatively predicts burnout amongst Thai physicians: a cross-sectional survey

BACKGROUND

Clinician teachers (physicians who teach in clinical settings) experience considerable psychological challenges in providing both educational training and patient care. This study aimed to determine the prevalence of physician burnout and professional fulfillment, and to identify internal and external factors associated with mental health outcomes among Thai clinician teachers working in non-university teaching hospitals.

METHOD

A one-time online questionnaire was completed by physicians at 37 governmental, non-university teaching hospitals in Thailand, with 227 respondents being assessed in the main analyses. Four outcomes were evaluated including burnout, professional fulfillment, quality of life, and intentions to quit.

RESULTS

The observed prevalence of professional fulfillment was 20%, and burnout was 30.7%. Hierarchical regression analysis showed a significant internal, psychological predictor (clinical teaching self-efficacy) and external, structural predictors (multiple roles at work, teaching support), controlling for the background variables of gender, years of teaching experience, family roles, and active chronic disease, with clinical teaching self-efficacy positively predicting professional fulfillment (b = 0.29, p ≤.001) and negatively predicting burnout (b = - 0.21, p =.003).

CONCLUSIONS

Results highlight the importance of faculty development initiatives to enhance clinical teaching self-efficacy and promote mental health among Thai physicians.

A Lack of Focus, Not Task Avoidance, Makes the Difference: Work Routines in Procrastinators and Non-Procrastinators

Procrastination may be seen as the outcome of a learning history of delaying the onset of task execution and its completion, both in terms of time and effort. In this study, we examined the performance of 55 university students who carried out two writing tasks consisting of summarizing two academic papers, each within a different time slot (i.e., five vs. three days to complete). The two assignments were part of the class activity and were perceived by participants as homogeneous in terms of text appreciation and difficulty, therefore making the two conditions comparable. The Pure Procrastination Scale was used to categorize subjects as high and low procrastinators, and to compare their performances. Results show that students who report more procrastination behaviors tend to increase their productivity as the deadline approaches, while low procrastinators are more productive throughout the time at their disposal, with peak activity during the intermediate day. Such a strategy was consistent across two deadlines (five vs. three days), and the difference between the two subgroups can be ascribed to the task-oriented coping style, which seems to be lacking in high-procrastinators.

Examination of non-cognitive variables affecting academic achievement: a conceptual model proposal

Psychological factors have a significant role in better understanding mechanisms that affect students' academic performance. The intense and long-term stress of the pandemic process has made it necessary to rethink the components which effect the academic achievement of pupils. The purpose of this study is to examine the variables that predict the academic achievement of university students during the pandemic process and to present a model on these variables. The study group has 241 students who continue their undergraduate education in Turkey. The data were collected with a self-description form and 6 scales. The partial Least Squares (PLS) Structural Equation Model was used to analyses the developed research model. In consequence of the study, a relationship was obtained between academic procrastination (AP) and multi-screen addiction (MSA). Covid-19 burnout has a crucial effect on AP, multiscreen addiction, and psychological well-being variables. Motivation and self regulation-attention variables are explanatory of AP. This study contributes to expanding the nomological network regarding the effects of Covid-19 on the psychological well-being and behavior of individuals.

Longitudinal impact of psychosocial status on children's mental health in the context of COVID-19 pandemic restrictions

Emerging research suggests that the prevalence of child and adolescent mental health problems has increased considerably during the COVID-19 crisis. However, there have been few longitudinal studies on children's mental health issues according to their social determinants in this context, especially in Europe. Our aim was to investigate the association between family socioeconomic status (SES) and children' mental health during the period of school closure due to COVID-19. Longitudinal data came from 4575 children aged 8-9 years old in 2020 and participating in the ELFE population-based birth cohort that focuses on children's health, development and socialization. Parents completed the Strengths and Difficulties Questionnaire (SDQ) when children were (a) 5 years of age and (b) 9 years of age, which corresponded to the period of school closure due to the COVID-19 pandemic in France. We retrieved data from the ELFE cohort collected on children from birth to age 5 years (birth, 1 year, 2 years, 3,5 years and 5 years). Socioeconomic status (SES) was measured based on information obtained when the child was 5 years old. Data were analyzed using multinomial logistic regression models. Children's elevated levels of symptoms of Attention-deficit/Hyperactivity disorder (ADHD) during the period of school closure were significantly associated with prior low family SES (aOR 1.26, 95% CI 1.08-1.48). Children's elevated symptoms of hyperactivity/inattention and of emotional symptoms were associated with decline in income during the COVID crisis (respectively, aOR 1.38, 95% CI 1.16-1.63 and aOR 1.23, 95% CI 1.01-1.51). Moreover, when testing interactions, a low prior SES was significantly associated with a higher risk of emotional symptoms aOR 1.54 (1.07-2.21), only for children whose families experienced a decline in income, while gender, parental separation and prior mental health difficulties were not associated. This study underlines the impact of the financial crisis related to the COVID-19 epidemic on children's mental health. Both pre-existing family SES before lockdown and more proximal financial difficulties during the COVID crisis were negatively associated with children's psychological difficulties during the period of school closure. The pandemic appears to exacerbate mental health problems in deprived children whose families suffer from financial difficulties.

Reciprocal associations between shyness, depression, and Internet gaming disorder among Chinese adolescents: A cross-lagged panel study

While video games are one of the most common online entertainment activities, Internet gaming disorder (IGD) in adolescents is a critical issue that has become a widely raised public concern. This one-year longitudinal study examined the reciprocal associations between shyness, depression, and IGD symptoms in a sample of Chinese adolescents. A fully cross-lagged panel design was used, in which shyness, depression, and IGD symptoms were assessed at two time points with an interval of one year (T1 and T2). A total of 1,047 junior high school students (504 boys; 543 girls; mean age = 12.45 years) participated in the study. Cross-lagged analysis results indicated a significant positive correlation between shyness, depression, and IGD symptoms, as well as a dynamic and bidirectional relationship between them. Specifically, T1 shyness positively predicted T2 depression symptoms (β = 0.167, p < 0.001), T1 depression symptoms positively predicted T2 shyness (β = 0.141, p < 0.01), and T1 IGD symptoms positively predicted T2 depression symptoms (β = 0.073, p < 0.05). In addition to these findings, gender differences were identified in shyness (T1 and T2), IGD symptoms (T1 and T2), and depression symptoms (T2). The results also indicated that shyness and symptoms of depression could significantly positively predict each other over time, and IGD symptoms could significantly predict depression symptoms. However, depression symptoms could not significantly predict IGD symptoms over the one-year study period, and there was no significant two-way prediction between shyness and IGD symptoms. Thus, this study reveals possible reciprocal associations between shyness, depression, and IGD symptoms in Chinese adolescents and provides insights and suggestions for reducing online gaming addiction among adolescents from the perspective of shyness and depression.

Work From Home or Bring Home the Work? Burnout and Procrastination in Brazilian Workers During the COVID-19 Pandemic

OBJECTIVE

To investigate burnout and procrastination in a sample of Brazilian workers during the COVID-19 pandemic according to their current work mode.

METHODS

This cross-sectional study used data from an online survey conducted in 2020: 435 workers were included. The Copenhagen Burnout Inventory and the Irrational Procrastination Scale were used to access burnout and procrastination respectively.

RESULTS

There was no difference between workers working from home (WFH) and at face-to-face work regarding burnout symptoms. However, the WFH group had higher levels of procrastination. Clinically significant levels of burnout were associated with being female, increased childcare load and living with children under 12years old.

CONCLUSIONS

WFH may have more advantages than disadvantages in ideal conditions. However, work-life imbalances seem to be a key aspect regarding distress among workers WFH, especially in women with small children.

The Pandemic as a Portal: Reimagining Psychological Science as Truly Open and Inclusive

Psychological science is at an inflection point: The COVID-19 pandemic has exacerbated inequalities that stem from our historically closed and exclusive culture. Meanwhile, reform efforts to change the future of our science are too narrow in focus to fully succeed. In this article, we call on psychological scientists-focusing specifically on those who use quantitative methods in the United States as one context for such conversations-to begin reimagining our discipline as fundamentally open and inclusive. First, we discuss whom our discipline was designed to serve and how this history produced the inequitable reward and support systems we see today. Second, we highlight how current institutional responses to address worsening inequalities are inadequate, as well as how our disciplinary perspective may both help and hinder our ability to craft effective solutions. Third, we take a hard look in the mirror at the disconnect between what we ostensibly value as a field and what we actually practice. Fourth and finally, we lead readers through a roadmap for reimagining psychological science in whatever roles and spaces they occupy, from an informal discussion group in a department to a formal strategic planning retreat at a scientific society.

The Relationship Between Teacher Job Stress and Burnout: A Moderated Mediation Model

This study explored the relationship between teacher job stress and job burnout using a sample of 558 primary and secondary school teachers, who were administered with a teacher job stress scale, teacher job burnout scale, work–family conflict questionnaire, and general self-efficacy scale. The results showed that: (1) job stress had a significant predictive effect on work–family conflict and job burnout; (2) work–family conflict played a mediating role in the relationship between job stress and job burnout; (3) self-efficacy was found to play a moderating role in work–family conflict and job burnout. However, this indirect effect was stronger for teachers with high self-efficacy, which means that the protective effects of self-efficacy were limited. These findings add to research on the relationship between teacher job stress and job burnout, and provide ideas for teachers to balance work–family relationships and reduce job burnout.

The influence of mobile phone addiction and work procrastination on burnout among newly graduated Chinese nurses

PURPOSE

The study was conducted to explore the relationship between mobile phone addiction, work procrastination, and burnout among newly graduated nurses.

DESIGN AND METHODS

A cross-sectional survey involving 220 newly graduated nurses in China was conducted from June to July 2020.

FINDINGS

Approximately 60.9% of newly graduated nurses experienced occupational burnout; 72.7% of newly graduated nurses were characterized by moderate or greater procrastination and mobile phone addiction was at a moderate level. Mobile phone addiction and work procrastination were significant factors leading to emotional exhaustion and cynicism. Work procrastination was also an independent predictor of reduced professional efficacy.

PRACTICE IMPLICATIONS

Reducing the level of mobile phone addiction and work procrastination among newly graduated nurses might be effective for burnout prevention.

Stress, Emotion Regulation, and Well-Being among Canadian Faculty Members in Research-Intensive Universities

Existing research reveals the academic profession to be stressful and emotion-laden. Recent evidence further shows job-related stress and emotion regulation to impact faculty well-being and productivity. The present study recruited 414 Canadian faculty members from 13 English-speaking research-intensive universities. We examined the associations between perceived stressors, emotion regulation strategies, including reappraisal, suppression, adaptive upregulation of positive emotions, maladaptive downregulation of positive emotions, as well as adaptive and maladaptive downregulation of negative emotions, and well-being outcomes (emotional exhaustion, job satisfaction, quitting intentions, psychological maladjustment, and illness symptoms). Additionally, the study explored the moderating role of stress, gender, and years of experience in the link between emotion regulation and well-being as well as the interactions between adaptive and maladaptive emotion regulation strategies in predicting well-being. The results revealed that cognitive reappraisal was a health-beneficial strategy, whereas suppression and maladaptive strategies for downregulating positive and negative emotions were detrimental. Strategies previously defined as adaptive for downregulating negative emotions and upregulating positive emotions did not significantly predict well-being. In contrast, strategies for downregulating negative emotions previously defined as dysfunctional showed the strongest maladaptive associations with ill health. Practical implications and directions for future research are also discussed.