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Campillo P, de Arellano FR, Gómez IC, Jiménez N, Boada-Grau J, Rojas LV. Addressing medical student burnout through informal peer-assisted learning: a correlational analysis. BMC Med Educ 2024; 24:460. [PMID: 38671400 PMCID: PMC11055289 DOI: 10.1186/s12909-024-05419-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Accepted: 04/11/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND Despite the recognized advantages of Peer-Assisted Learning (PAL) in academic settings, there is a notable absence of research analyzing its effects on students' Academic Burnout. This study aims to cover this gap by assessing the underlying effectiveness of Informal Peer-Assisted Learning (IPAL) as a cooperative learning method, focusing on its potential to mitigate academic burnout among medical students. METHODS In 2022, a cross-sectional study was conducted at the School of Medicine, Universidad Central del Caribe, in Puerto Rico. The research team gathered data from 151 participants, 49.19% of 307 total student body. This cohort included 76 female students, 71 male students, and 4 individuals saying other. The School Burnout Inventory questionnaire (SBI-9) was employed to assess Academic Burnout, along with an added query about self-reported IPAL. The SBI-9 underwent validation processes to ascertain its reliability and validity, incorporating the Exploratory Factor Analysis and Confirmatory Factor Analysis. Following this, the investigators conducted an analysis to determine the correlation between academic burnout levels and involvement in IPAL. RESULTS The validation process of the questionnaire affirmed its alignment with an eight-item inventory, encapsulating two principal factors that elucidate academic burnout. The first factor pertains to exhaustion, while the second encompasses the combined subscales of cynicism and inadequacy. The questionnaire shows high reliability (Cronbach's alpha = 0.829) and good fit indices (Comparative Fit Index = 0.934; Tucker-Lewis Index = 0.902; Standardized Root Mean Squared Residual = 0.0495; Root Mean Squared Error of Approximation = 0.09791; p-value < 0.001). The factors proven in the selected model were used to evaluate the correlation between Academic Burnout and IPAL. Students engaged in IPAL showed significantly lower academic burnout prevalence compared to those who never participated in such practices, with a mean academic burnout score of 44.75% (SD 18.50) for IPAL engaged students versus 54.89% (SD 23.71) for those who never engaged in such practices (p-value < 0.013). Furthermore, within the group engaged in IPAL, students displayed lower levels of cynicism/inadequacy 41.98% (SD 23.41) compared to exhaustion 52.25% (SD 22.42) with a p-value < 0.001. CONCLUSIONS The results of this study underscore a notable issue of academic burnout among medical students within the surveyed cohort. The investigation reveals a significant correlation between Academic Burnout and IPAL, suggesting that incorporating IPAL strategies may be beneficial in addressing burnout in medical education settings. However, further research is needed to explore potential causal mechanisms.
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Affiliation(s)
- Paola Campillo
- School of Medicine, Universidad Central del Caribe, Bayamón, Puerto Rico, USA
| | | | - Isabel C Gómez
- Cellular-Molecular Biology Dept, University of Puerto Rico (RP), San Juan, Puerto Rico, USA
| | - Natalia Jiménez
- Interdisciplinary Sciences Dept, University of Puerto Rico (RP), San Juan, Puerto Rico, USA
| | - Joan Boada-Grau
- Education Sciences and Psychology Dept, Universitat Rovira I Virgili, Av. Catalunya, 35, 43002, Tarragona, Spain
| | - Legier V Rojas
- Physiology Dept. School of Medicine, Universidad Central del Caribe, 100 Av. Laurel, Bayamón, Puerto Rico, 00956, USA.
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Rehman S, Addas A, Rahman MA, Shahiman MA, Li Z. Sequential mediation analysis of physical activity, healthy diet, BMI, and academic burnout in the Pakistani educational landscape. Sci Rep 2024; 14:7737. [PMID: 38565564 PMCID: PMC10987614 DOI: 10.1038/s41598-024-58126-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 03/26/2024] [Indexed: 04/04/2024] Open
Abstract
Research has indicated a negative impact of physical activity on academic burnout among students, however, there is a paucity of evidence about the underlying mechanism of this association in Pakistani students. The present research seeks to investigate the relationship between physical activity and academic burnout by investigating the potential mediating effects of adherence to the Mediterranean diet (MD) and body mass index (BMI). A sample of 596 students using a cross-sectional survey design was gathered from two public universities (Riphah International University and Mohammed Ali Jinnah University) in Rawalpindi, Pakistan from June to July 2022. The study participants were asked to fill out the Physical Activity Rating Scale-3, the Learning Burnout Scale, and the Test of Adherence to MD questionnaires. The study employed descriptive, bivariate, and path analysis through regression utilizing the SPSS software version 27. The findings demonstrated a negative correlation between academic burnout and BMI, physical activity, and adherence to the MD. The relationship between physical activity and academic burnout was mediated by BMI. Physical activity and academic burnout were inversely correlated, with adherence to the MD and BMI interacting as sequential mediators. The outcomes of this research have expanded our knowledge of the association between physical activity and academic burnout and have suggested crucial and appropriate strategies for addressing student academic burnout.
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Affiliation(s)
- Shazia Rehman
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- Mental Health Institute of Central South University, China National Technology Institute on Mental Disorders, Hunan Technology Institute of Psychiatry, Hunan Key Laboratory of Psychiatry and Mental Health, Hunan Medical Center for Mental Health, Changsha, 410011, Hunan, China
| | - Abdullah Addas
- Department of Civil Engineering, College of Engineering, Prince Sattam Bin Abdulaziz University, 11942, Al-Kharj, Saudi Arabia
- Landscape Architecture Department, Faculty of Architecture and Planning, King Abdulaziz University, P.O. Box 80210, 21589, Jeddah, Saudi Arabia
| | - Md Anisur Rahman
- Department of Accounting, Data Analytics, Economics and Finance, La Trobe University, Melbourne, Australia
| | - Muhammad Ali Shahiman
- Department of Urology and Renal Transplantation, Benazir Bhutto Hospital, Rawalpindi Medical University, Rawalpindi, Pakistan
| | - Zexuan Li
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China.
- Mental Health Institute of Central South University, China National Technology Institute on Mental Disorders, Hunan Technology Institute of Psychiatry, Hunan Key Laboratory of Psychiatry and Mental Health, Hunan Medical Center for Mental Health, Changsha, 410011, Hunan, China.
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He JJ, Wang ZJ, Liu XN, Wang YP, Zhao CX, Lu F, Zhang SE, Cao DP. Moderating role of family functioning and resource support in the relationship between career calling and academic burnout among Chinese medical students during the controlled COVID-19 pandemic: a cross-sectional study. Ann Med 2023; 55:2294334. [PMID: 38104532 PMCID: PMC10732215 DOI: 10.1080/07853890.2023.2294334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/15/2023] [Accepted: 12/08/2023] [Indexed: 12/19/2023] Open
Abstract
PURPOSE This cross-sectional study aims to assess the level of academic burnout among Chinese medical students during the controlled COVID-19 pandemic and identify the potential demographic factors affecting academic burnout. It also explored the relationship between career calling, family functioning, resource support, and academic burnout, as well as investigated whether family functioning and resource support could moderate the relationship between career calling and academic burnout among Chinese medical students. METHODS The study was conducted in five Chinese cities in 2021. A total of 3614 valid questionnaires were collected to assess the relationship between academic burnout, career calling, family functioning, and resource support, and determine whether demographic factors contribute to academic burnout. Hierarchical multiple regression analysis was used to explore factors correlated with academic burnout and test the moderating effect of family functioning and resource support on the relationship between career calling and academic burnout. RESULTS The mean academic burnout score was 3.29 ± 1.17. Sex, major, academic performance ranking, monthly living expenses, physical health, and sleep quality significantly affected academic burnout (p < 0.05). Academic burnout was negatively correlated with career calling, resource support, and family functioning. Family functioning and resource support moderated the relationship between career calling and academic burnout. Simple slope analysis revealed that high family functioning and resource support strengthened the impact of career calling on academic burnout. CONCLUSIONS Most medical students in China experienced relatively high levels of academic burnout during the controlled COVID-19 pandemic. Furthermore, specific demographic factors contribute to academic burnout. Family functioning and resource support moderate the relationship between career calling and academic burnout. These findings emphasize the importance of implementing career-calling education, supplementing family functioning in the form of school support, and providing sufficient smart learning resources among medical students in the post-pandemic era.
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Affiliation(s)
- Jia-Jun He
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Zi-Jiao Wang
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Xiao-Ning Liu
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Yan-Ping Wang
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Chen-Xi Zhao
- Academic Affairs Office, First Affiliated Hospital of Harbin Medical University, Harbin, People’s Republic of China
| | - Feng Lu
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Shu-E Zhang
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - De-Pin Cao
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
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He L, Yuan X, Chen Q, Wang X. Intrusive rumination and academic burnout among adolescents in ethnic minority areas of China during the COVID-19 pandemic: PTSS as mediator and cognitive reappraisal as moderator. BMC Public Health 2023; 23:2201. [PMID: 37940905 PMCID: PMC10634029 DOI: 10.1186/s12889-023-17133-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Accepted: 11/01/2023] [Indexed: 11/10/2023] Open
Abstract
BACKGROUND The COVID-19 pandemic has had a significant negative impact on public health, prompting scholarly research in related fields. In this context, the present study reveals the psychological characteristics of adolescents in ethnic minority areas of China approximately five months after the 2020 outbreak of the COVID-19 pandemic, explores the relationship between intrusive rumination and academic burnout, and examines the role of post-traumatic stress symptoms (PTSS) and cognitive reappraisal in the relationship to provide an empirical foundation for developing effective psychological interventions for adolescents in the wake of the pandemic. METHODS Based on cluster sampling, 941 middle school students (65.36% female, 74.71% senior high, Mage=15.95) in ethnic minority areas of China were surveyed using the Event Related Rumination Scale, Adolescent Academic Burnout Scale, Post-traumatic Stress Checklist Scale, Emotion Regulation Strategy Scale, and a self-designed demographic questionnaire. RESULTS During the COVID-19 pandemic, 7.44% of Chinese ethnic minority adolescents in our study sample were classified as PTSD positive, and 10.95% exhibited partial PTSD. Intrusive rumination significantly predicted academic burnout, and PTSS played a key mediating role between the two, accounting for 58.51% of the total effect. After controlling for PTSS, cognitive reappraisal moderated the effects of intrusive rumination on academic burnout. Specifically, the effect of intrusive rumination on academic burnout decreased with improvement in cognitive reappraisal. CONCLUSIONS Intrusive rumination indirectly affected academic burnout in adolescents through PTSS as a crucial mediator, and the remnant direct effect was alleviated by cognitive reappraisal. This finding emphasises the importance of adopting a comprehensive approach that encompasses cognitive, emotional, and physiological symptoms to understand and address academic burnout among adolescents during the COVID-19 pandemic.
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Affiliation(s)
- Linhui He
- School of Education and Psychology, Southwest Minzu University, Chengdu, China
| | - Xiaojiao Yuan
- School of Education and Psychology, Southwest Minzu University, Chengdu, China.
- Key Research Institute of Humanities and Social Sciences of State Ethnic Affairs Commissionin, Southwest Minzu University, Chengdu, 610225, China.
| | - Qiuyan Chen
- School of Education and Psychology, Southwest Minzu University, Chengdu, China
- Key Research Institute of Humanities and Social Sciences of State Ethnic Affairs Commissionin, Southwest Minzu University, Chengdu, 610225, China
| | - Xiaogang Wang
- School of Education and Psychology, Southwest Minzu University, Chengdu, China
- Key Research Institute of Humanities and Social Sciences of State Ethnic Affairs Commissionin, Southwest Minzu University, Chengdu, 610225, China
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Shi H, Zhao H, He M, Ren Z, Wang S, Cui L, Zhao J, Li W, Wei Y, Zhang W, Chen Z, Liu H, Zhang X. The mediating roles of coping styles and academic burnout in the relationship between stressors and depressive symptoms among Chinese postgraduates. PeerJ 2023; 11:e16064. [PMID: 37744225 PMCID: PMC10512960 DOI: 10.7717/peerj.16064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Accepted: 08/18/2023] [Indexed: 09/26/2023] Open
Abstract
Background Since few studies have incorporated factors like stressors, coping styles, and academic burnout into the same model to analyze their impacts on depressive symptoms, this research attempts to establish an optimal structural model to explore the direct and indirect effects of these factors on depressive symptoms. Methods A total of 266 postgraduates completed questionnaires regarding coping styles, academic burnout, stressors, and depressive symptoms. The path analysis was applied for investigating the roles of coping styles and academic burnout in mediating the relationship between stressors and depressive symptoms. Results The total and direct effects of stressors on depressive symptoms were 0.53 and 0.31, respectively. The proportion of the direct effect of stressors on depressive symptoms to its total effect amounted to 58.50%. The indirect effects of academic burnout, positive coping style, and negative coping style on the association between stressors and depressive symptoms were 0.11, 0.04, and 0.03, taking up 20.75%, 7.55%, and 5.66% of the total effect, respectively. The serial indirect effect of positive coping style and academic burnout was 0.02, accounting for 3.77% of the total effect, while that of negative coping style and academic burnout was 0.02, taking up 3.77% of the total effect. Conclusions Coping styles and academic burnout chain jointly mediate the relationship between stressors and depressive symptoms among postgraduates. Thus, encouraging postgraduates to tackle stress positively may reduce the likelihood of the development of academic burnout and further reduce depressive symptoms.
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Affiliation(s)
- Hong Shi
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
| | - Hanfang Zhao
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
| | - Minfu He
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
| | - Zheng Ren
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
| | - Shixun Wang
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
| | - Li Cui
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
| | - Jieyu Zhao
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
| | - Wenjun Li
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
| | - Yachen Wei
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
| | - Wenjing Zhang
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
| | - Ziqiang Chen
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
| | - Hongjian Liu
- Department of Epidemiology and Biostatistics, Jilin University School of Public Health, Changchun, China
| | - Xiumin Zhang
- Department of Social Medicine and Health Management, Jilin University School of Public Health, Changchun, China
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Ying L, Jia X, Lin C. The longitudinal associations between PTSD symptoms, depressive symptoms, and academic burnout in adolescence and early adulthood in the postdisaster context. Acta Psychol (Amst) 2023; 239:104011. [PMID: 37595524 DOI: 10.1016/j.actpsy.2023.104011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2023] [Revised: 08/10/2023] [Accepted: 08/13/2023] [Indexed: 08/20/2023] Open
Abstract
The current study examined the longitudinal associations among posttraumatic stress disorder (PTSD) symptoms, depressive symptoms, and academic burnout in a sample of survivors aged 12 to 20 years following the Wenchuan earthquake. The present study had a longitudinal design. A total of 788 participants (Mage = 15.03 years, SD = 1.64; 54.8 % female) completed measures of PTSD symptoms, depressive symptoms, and academic burnout at 12, 18, and 24 months after the 2008 Wenchuan earthquake in China. The results showed that the only cross-lagged effects from PTSD to depressive symptoms, from academic burnout to depressive symptoms or from PTSD symptoms to academic burnout at the first interval and the second interval were significant. Furthermore, the longitudinal associations among PTSD symptoms, depressive symptoms, and academic burnout remained consistent between the different age groups but varied across genders. That is, in male adolescents, only the cross-lagged effects from PTSD symptoms to depressive symptoms and from PTSD symptoms to academic burnout at the first and second intervals were significant. In female adolescents, only the cross-lagged effects from academic burnout to depressive symptoms and from academic burnout to PTSD symptoms at the first and second intervals were significant. Finally, these findings highlight that academic burnout is a useful target for psychological service providers to alleviate PTSD and depressive symptoms in adolescents in a post-disaster context. In addition, PTSD symptoms may also negatively affect adolescents' performance at school.
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Affiliation(s)
- Liuhua Ying
- Department of Psychology, Zhejiang Sci-Tech University, Zhejiang, PR China; Institute of Developmental Psychology, Beijing Normal University, Beijing, PR China.
| | - Xuji Jia
- School of Psychology and Behavior, Tianjin Normal University, Tianjin, PR China
| | - Chongde Lin
- Institute of Developmental Psychology, Beijing Normal University, Beijing, PR China.
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Cabras C, Konyukhova T, Lukianova N, Mondo M, Sechi C. Gender and country differences in academic motivation, coping strategies, and academic burnout in a sample of Italian and Russian first-year university students. Heliyon 2023; 9:e16617. [PMID: 37260901 PMCID: PMC10227335 DOI: 10.1016/j.heliyon.2023.e16617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 05/08/2023] [Accepted: 05/22/2023] [Indexed: 06/02/2023] Open
Abstract
Background The first year of university represents a challenging period that requires students to make significant investments in adaptive resources to face the new academic environment. The present study intends to contribute to the controversial discussion of gender differences in academic motivation, coping strategies, and academic burnout. This cross-sectional study examined above-mentioned constructs among first-year university students in a cross-cultural context. Methods The sample consisted of 637 Italian and 496 Russian first-year university students (n = 1133), 40.3% of whom were females. The participants' ages ranged from 17 to 23 years, with a mean age of 18.75 years (SD = 1.07). To assess academic motivation, coping strategies, and academic burnout, participants responded to the Academic Motivation Scale (AMS), the Coping Inventory for Stressful Situations (CISS), and the Maslach Burnout Inventory-Student Survey (MBI-SS) application. Results The findings reveal gender and country differences in academic motivation, emotion and avoidance oriented coping strategies, and emotional exhaustion and expands previous studies in this educational area. Conclusion Given the technical nature of the research topic, the target audience for our study is academic career guidance practitioners, who can apply the findings to the design of effective programmes aimed at improving positive academic goals and reducing the tendency to switch academic courses or abandon the university among first-year students.
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Affiliation(s)
- Cristina Cabras
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Via is Mirrionis 1, 09123, Cagliari, Italy
| | - Tatiana Konyukhova
- Division for Social Sciences and Humanities, School of Core Engineering Education, Tomsk Polytechnic University, Lenin Av. 30, 634050, Tomsk, Russia
| | - Natalia Lukianova
- Division for Social Sciences and Humanities, School of Core Engineering Education, Tomsk Polytechnic University, Lenin Av. 30, 634050, Tomsk, Russia
| | - Marina Mondo
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Via is Mirrionis 1, 09123, Cagliari, Italy
| | - Cristina Sechi
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Via is Mirrionis 1, 09123, Cagliari, Italy
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Liu Z, Xie Y, Sun Z, Liu D, Yin H, Shi L. Factors associated with academic burnout and its prevalence among university students: a cross-sectional study. BMC Med Educ 2023; 23:317. [PMID: 37149602 PMCID: PMC10163855 DOI: 10.1186/s12909-023-04316-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 05/03/2023] [Indexed: 05/08/2023]
Abstract
BACKGROUND This study aimed to evaluate the current state of academic burnout among Chinese college students and its influencing factors. METHODS A cross-sectional study of 22,983 students was conducted using structured questionnaires and the Maslach Burnout Inventory General Survey on sociodemographic characteristics, educational process, and personal aspects. Multiple variables were statistically evaluated using logistic regression analysis. RESULTS The total score of the students' academic burnout was 40.73 (± 10.12) points. The scores for the reduced personal accomplishment, emotional exhaustion, and cynicism were 23.63 (± 6.55), 11.20 (± 6.05), and 5.91 (± 5.31), respectively. Students with academic burnout accounted for 59.9% (13,753/22,983). Male students had higher burnout scores than female students, upper-grade students had higher burnout scores than lower-grade students, and students who smoked had higher burnout than non-smokers during the school day. CONCLUSIONS More than half of students experienced academic burnout. Gender, grade, monthly living expenses, smoking, parents' education level, study and life pressures, and the current degree of professional knowledge interest significantly impacted academic burnout. An effective wellness program and an annual long-term burnout assessment may sufficiently reduce student burnout.
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Affiliation(s)
- Zheng Liu
- College of Computer Science and Technology, Harbin Engineering University, Harbin, China
| | - Yujin Xie
- Beijing Rehabilitation Hospital, Capital Medical University, Beijing, China
| | - Zhuhong Sun
- College of Life Science, Northeast Agricultural University, Harbin, China
| | - Di Liu
- School of Marxism, Harbin Medical University, Harbin, China.
| | - Hang Yin
- Department of Human Resources, Sixth Affiliated Hospital of Harbin Medical University, Harbin, China.
| | - Lei Shi
- School of Health Management, Southern Medical University, Guangzhou, China.
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Yu W, Yao W, Chen M, Zhu H, Yan J. School climate and academic burnout in medical students: a moderated mediation model of collective self-esteem and psychological capital. BMC Psychol 2023; 11:77. [PMID: 36949548 PMCID: PMC10035231 DOI: 10.1186/s40359-023-01121-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Accepted: 03/13/2023] [Indexed: 03/24/2023] Open
Abstract
BACKGROUND The study burnout of medical students is more and more serious, which directly affects the study style of university and the learning quality of students. This has aroused the high attention of researchers and universities. This study aimed to explore the mechanism of the influence of school climate on academic burnout among medical students in Chinese cultural context. METHODS 2411 medical students (50.52% female; mean age = 19.55, SD = 1.41, rang = 17-24 years) were investigated with psychological environment questionnaire, collective self-esteem scale, psychological capital scale and academic burnout scale. The data were analyzed by using a moderated mediation model with SPSS and the Process 4.0 macro. RESULTS The results revealed that: (1) school climate had a significant negative predictive effect on academic burnout among medical students controlling for gender, grade and age (B = -0.40, p < 0.001). (2) Collective self-esteem played a partial mediating role in school climate and academic burnout (indirect effect = -0.28, 95% CI = [-0.32,-0.25], accounting for 52.83%). (3) The first and second half of the indirect effect of school climate on medical students' academic burnout were moderated by psychological capital (B = 0.03, p < 0.01; B = -0.09, p < 0.001).High level of psychological capital can enhance the link between school climate and collective self-esteem as well as the link between self-esteem and academic burnout. CONCLUSION Creating a good school atmosphere and improving the level of collective self-esteem and psychological capital are beneficial to improve the academic burnout of medical students.
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Affiliation(s)
- Wanwan Yu
- The Second Clinical Medical School, Anhui Medical University, Hefei, 230032, China
| | - Wenjun Yao
- Department of Radiology, The Second Affiliated Hospital of Anhui Medical University, Hefei, 230601, China
| | - Ming Chen
- The Second Clinical Medical School, Anhui Medical University, Hefei, 230032, China
| | - Hongqing Zhu
- Department of Radiology, The Second Affiliated Hospital of Anhui Medical University, Hefei, 230601, China
| | - Jing Yan
- School of Health Service Management, Anhui Medical University, Hefei, 30032, China.
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Jeon MK, Lee I, Lee MY. The multiple mediating effects of grit and learning agility on academic burnout and learning engagement among Korean university students: a cross-sectional study. Ann Med 2022; 54:2710-2724. [PMID: 36190716 PMCID: PMC9543061 DOI: 10.1080/07853890.2022.2122551] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
INTRODUCTION This article reports the results of a study conducted to assess the mediating effects of grit and learning agility on the relationship between academic burnout and learning engagement among undergraduate students. METHODS A cross-sectional survey was conducted using a self-report questionnaire. Undergraduate students (N = 344) were recruited from one university in South Korea (58.0% female; average age 21.43) to complete assessments of academic burnout, grit, learning agility, and learning engagement. Data were analysed using descriptive statistics, Pearson's correlation coefficient, hierarchical regression and bootstrapping to verify the multiple parallel mediation effect. RESULTS We found that the direct effect of academic burnout on learning engagement (B= -0.26, p<.001) and the indirect effect of academic burnout as mediated by learning agility (B= -0.13; 95% CI, -0.20∼-0.06) were significant. This finding confirmed that 33.3% of the total effect of academic burnout on learning engagement was the result of indirect effects via learning agility. CONCLUSION These results indicate the necessity of developing an educational programme that focuses not only on reducing academic burnout but also on improving learning agility to increase undergraduate students' learning engagement. This study contributes to the development of a curriculum aimed at increasing the effectiveness of university education, promoting learning engagement, and reducing academic burnout.KEY MESSAGEOur study reports that academic burnout has both a direct effect on learning engagement and an indirect effect via learning agility. Learning agility mediates the relationship between academic burnout and learning engagement among undergraduate students.Although grit has been reported by many previous studies to mediate the relationship between the tendency to pursue happiness and the willingness to continue learning and effectively improving one's academic achievement and ability, our study did not find any mediating effect via grit in this context.
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Affiliation(s)
- Mi-Kyeong Jeon
- Department of Nursing, Changwon National University, Changwon, Republic of Korea
| | - Insook Lee
- Department of Nursing, Changwon National University, Changwon, Republic of Korea
| | - Mi-Young Lee
- Nursing Department, College of Health and Welfare, Woosong University, Dong-gu, Daejeon, South Korea, Uijeongbu, Republic of Korea
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Hosseini SM, Pourafzali SM, Shahraki HR, Kabiri M, Rostami N. Investigation of academic motivation in medical students and its association with clinical education quality, academic achievement, and academic burnout. J Educ Health Promot 2022; 11:376. [PMID: 36618481 PMCID: PMC9818627 DOI: 10.4103/jehp.jehp_1605_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Accepted: 01/24/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Improving the quality of clinical education requires continuous review of the current situation, identifying strengths, and correcting weaknesses. This study aimed to investigate the association between academic motivation with quality of clinical education, academic achievement, and burnout. MATERIALS AND METHODS This cross-sectional study was done in 2020 on all of the 140 internship students of Shahrekord University of Medical Sciences, using the consensus method. The data collection tools included standard questionnaires such as Herman's Academic Motivation, Clinical Education Quality, Maslach Modified Academic Burnout, Pham and Taylor Academic Achievement, Satisfaction of Educational Welfare Facilities. Data were analyzed using SPSS (ver. 22) software and descriptive statistics (mean, standard deviation, frequency and percentage of frequency), Spearman rank, correlation coefficient and Mann-Whitney and Kruskal-Wallis statistical tests. P < 0.05 is considered statistically significant. FINDINGS The mean ± SD of age was 25.68±2.03. 86 (61.4%) of the internship were female and 87 (62.1%) were single. Mean± SD of academic motivation and quality of clinical education were 81.51± 8.73 and 28/99± 11/52 respectively. Also, the Mean± SD of academic achievement and academic burnouts were 147/61± 14/94 and 42/37± 10/42 respectively. RESULTS Academic motivation had a meaningful and positive relationship with academic achievement and satisfaction of welfare facilities but a negative correlation with academic burnout. Also, academic achievement and academic burnout had a negative correlation but a positive correlation was seen between the quality of clinical education and satisfaction of welfare facilities. CONCLUSION Considered the results, recommended improving welfare education facilities by using up-to-date training aids, upgrading educational infrastructure, and employ young staff in the education office. For improving the quality of clinical education, appropriate educational methods, conducting developmental assessments continuously, using simulated environments, and improving students' motivation.
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Affiliation(s)
- Seyede Mahboobeh Hosseini
- Clinical Research Development Unit, Ayatollah Kashsni Hospital, Shahrekord University of Medical Science, Shahrekord, Iran
| | - Seyed Mehdi Pourafzali
- Clinical Research Development Unit, Ayatollah Kashsni Hospital, Shahrekord University of Medical Science, Shahrekord, Iran
| | - Hadi Raeisi Shahraki
- Department of Epidemiology and Biostatistics, School of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran
| | - Majid Kabiri
- Clinical Research Development Unit, Ayatollah Kashsni Hospital, Shahrekord University of Medical Science, Shahrekord, Iran
| | - Najmeh Rostami
- Clinical Research Development Unit, Ayatollah Kashsni Hospital, Shahrekord University of Medical Science, Shahrekord, Iran
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12
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Zhou Z, Liu H, Zhang D, Wei H, Zhang M, Huang A. Mediating effects of academic self-efficacy and smartphone addiction on the relationship between professional attitude and academic burnout in nursing students: A cross-sectional study. Nurse Educ Today 2022; 116:105471. [PMID: 35834868 DOI: 10.1016/j.nedt.2022.105471] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2022] [Revised: 05/23/2022] [Accepted: 07/04/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Academic burnout is a common issue that interferes with the role shift from nursing students to qualified nurses and aggravates a shortage of workforce in global healthcare system. According to the Areas of Worklife Scale, developed by Maslach and Leiter, there are six dimensions that encompass the major antecedents of burnout. Therefore, it's well worth an exploration to understand academic burnout and its' underlying mechanism based on the theoretical instrument. Specifically, academic burnout, professional attitude, academic self-efficacy and smartphone addiction were selected as observation variables after widely literature review. OBJECTIVE The purpose of this study is to examine academic burnout and figure out the relationships between academic burnout, professional attitude, academic self-efficacy and smartphone addiction among nursing students. DESIGN A cross-sectional study. SETTING The study was conducted in a nursing department in Anhui province in eastern China. PARTICIPANTS 1445 nursing students. METHODS Academic burnout, professional attitude, academic self-efficacy and smartphone addiction of participants were measured using online questionnaires with a supportive platform called "wenjuanxing". Data were analyzed using descriptive statistics, Pearson's correlations, and path analysis. RESULTS Of all the participants, 44.26 % had a certain degree of academic burnout. Professional attitude and academic self-efficacy were negatively related to academic burnout. Smartphone addiction was positively associated with academic burnout. Meanwhile, academic self-efficacy and smartphone addiction partly mediated the effect of professional attitude on academic burnout. CONCLUSION The compound strategies targeted at boosting positive professional attitude, fostering academic self-efficacy, and controlling the smartphone addiction are warranted for decreasing academic burnout.
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Affiliation(s)
- Zhiqing Zhou
- Nursing Department, The First Affiliated Hospital of Wannan Medical College, Anhui, China
| | - Huan Liu
- Department of Hemodialysis, The First Affiliated Hospital of Wannan Medical College, Anhui, China
| | - Dongmei Zhang
- Department of Nursing, Wannan Medical College, Anhui, China
| | - Huanhuan Wei
- Department of Nursing, Wannan Medical College, Anhui, China
| | - Ming Zhang
- School of Innovation and Entrepreneurship, Wannan Medical College, Anhui, China
| | - Anle Huang
- Department of Nursing, Wannan Medical College, Anhui, China.
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13
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Yang Q, Liu Y, Yang WF, Peng P, Chen S, Wang Y, Wang X, Li M, Wang Y, Hao Y, He L, Wang Q, Zhang J, Ma Y, He H, Zhou Y, Long J, Qi C, Tang YY, Liao Y, Tang J, Wu Q, Liu T. Mental health conditions and academic burnout among medical and non-medical undergraduates during the mitigation of COVID-19 pandemic in China. Environ Sci Pollut Res Int 2022; 29:57851-57859. [PMID: 35357650 PMCID: PMC8969817 DOI: 10.1007/s11356-022-19932-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Accepted: 03/23/2022] [Indexed: 05/09/2023]
Abstract
The outbreak of the novel coronavirus disease 2019 (COVID-19) has posed a great impact on people's mental health, especially for undergraduate students. This study aimed to compare the mental health conditions and academic burnout between medical and non-medical undergraduates in China when the COVID-19 pandemic is mitigating. A cross-sectional online survey was conducted among 4,972 undergraduates between October 2020 and April 2021, when the pandemic was basically under control. The survey included basic demographics information and standardized scales to evaluate depression, anxiety, perceived stress, daytime sleepiness, alcohol abuse/dependence, quality of life, fatigue, and academic burnout. Compared with medical undergraduates, non-medical undergraduates had higher rates of moderate to severe depression symptoms (29.1% vs. 17.9%, P < 0.001), moderate to severe anxiety symptoms (19.7% vs. 8.9%, P < 0.001), alcohol abuse/dependence (16.3% vs.10.3%, P < 0.001), excessive daytime sleepiness (47.4% vs. 43.4%, P = 0.018), high perceived stress (34.7% vs. 22.2%, P < 0.001), high level of fatigue (51.8% vs. 42.2%, P < 0.001), low QOL (35.8% vs. 21.4%, P < 0.001), and higher academic burnout score (59.4 vs. 57.5, P < 0.001). Being non-medical undergraduates, depression, alcohol abuse/dependence, excessive daytime sleepiness, and high perceived stress were positively associated with academic burnout, while high QOL was negatively associated with the burnout (all P < 0.001). Excessive daytime sleepiness was the strongest predictor for academic burnout.
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Affiliation(s)
- Qian Yang
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Yueheng Liu
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Winson Fuzun Yang
- Department of Psychological Sciences, Texas Tech University, Lubbock, TX, USA
| | - Pu Peng
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Shubao Chen
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Yunfei Wang
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Xin Wang
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Manyun Li
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Yingying Wang
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Yuzhu Hao
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Li He
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Qianjin Wang
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Junhong Zhang
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Yuejiao Ma
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Haoyu He
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
| | - Yanan Zhou
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China
- Department of Psychiatry, Hunan Brain Hospital (Hunan Second People's Hospital), Changsha, China
| | - Jiang Long
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Chang Qi
- Department of Psychiatry, Zhejiang Provincial People's Hospital, People's Hospital of Hangzhou Medical College, Hangzhou, Zhejiang, People's Republic of China
| | - Yi-Yuan Tang
- College of Health Solutions, Arizona State University, Phoenix, AZ, USA
| | - Yanhui Liao
- Department of Psychiatry, School of Medicine, Sir Run Run Shaw Hospital, Zhejiang University, Hangzhou, Zhejiang, People's Republic of China
| | - Jinsong Tang
- Department of Psychiatry, School of Medicine, Sir Run Run Shaw Hospital, Zhejiang University, Hangzhou, Zhejiang, People's Republic of China
| | - Qiuxia Wu
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China.
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China.
| | - Tieqiao Liu
- Department of Psychiatry, and National Clinical Research Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, 410011, Hunan, China.
- National Clinical Research Center of Mental Disorders, Changsha, Hunan, People's Republic of China.
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14
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Hao Z, Jin L, Huang J, Wu H. Stress, academic burnout, smartphone use types and problematic smartphone use: The moderation effects of resilience. J Psychiatr Res 2022; 150:324-331. [PMID: 35447526 DOI: 10.1016/j.jpsychires.2022.03.019] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Revised: 01/28/2022] [Accepted: 03/09/2022] [Indexed: 11/30/2022]
Abstract
Few studies have investigated stress in association with social and process smartphone use and how these types of use influence problematic smartphone use during the COVID-19 pandemic; furthermore, the moderation effects of resilience have been rarely tested in this model. For these, a cross-sectional survey was conducted involving 766 Chinese undergraduate students (74.4% female; M = 20.1 years, SD = 1.15) who were measured with their levels of stress, academic burnout, smartphone use types (social/process smartphone use), resilience, and problematic smartphone use. Based on the I-PACE theory, we built a structural equation model, and the results indicated that compared with social smartphone use, process smartphone use more related to problematic smartphone use; academic burnout fully mediated between stress and process smartphone use, and between stress and problematic smartphone use. Moreover, resilience moderated between stress and academic burnout, between academic burnout and process smartphone use, and between academic burnout and problematic smartphone use. We discuss the process smartphone use as a key indicator of problematic smartphone use and the role of academic burnout for linking stress and smartphone use behaviors. In addition, interventions for enhancing resilience should be launched in the future.
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Affiliation(s)
- Zejun Hao
- Institute of Foreign Languages, China Medical University, No.77 Puhe Road, Shenyang North New Area, 110122, Shenyang, Liaoning Province, PR China
| | - Liangyi Jin
- Shenyang Women's and Children's Hospital, No.87 Danan Street, Shenhe District, 110011, Shenyang, Liaoning Province, PR China
| | - Jinzi Huang
- Liaoning National Normal College, No. 45, Chongshan East Road, Huanggu District, 110032, Shenyang, Liaoning Province, PR China
| | - Hui Wu
- School of Health Management, China Medical University, No.77 Puhe Road, Shenyang North New Area, 110122, Shenyang, Liaoning Province, PR China.
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15
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Abdelmounaim B, Boumaaize Z, Elmadhi Y, Hami H, Soulaymani A, Darif H. The development and validation of an academic burnout questionnaire among Moroccan trainee teachers using the maslach burnout inventory-student survey. J Educ Health Promot 2022; 11:138. [PMID: 35677270 PMCID: PMC9170217 DOI: 10.4103/jehp.jehp_956_21] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Accepted: 11/23/2021] [Indexed: 06/15/2023]
Abstract
BACKGROUND Stress and burnout syndrome are more common for people who work in professions that include direct contact with humans, such as education and the medical field. To contribute to the prevention of this syndrome, the Maslach Burnout Inventory-Student Survey (MBI-SS) has been validated and used in different countries worldwide except for Morocco. The main purpose of this study is to develop and validate a special version of the MBI-SS scale to assess academic burnout among Moroccan trainee teachers during their training period. MATERIALS AND METHODS A self-administered questionnaire was carried out to assess the sociodemographic factors and certain stressors of the interviewees as well as the MBI-SS. Two hundred fifty-five trainee teachers of the CRMEF (Regional Centre for Education and Training) participated to assess the validity of the MBI-SS scale in its French version and its three components during the academic year 2020/2021 of the Rabat-Salé-Kénitra region. The inferential method of data analysis was used by Cronbach's alpha to determine the overall reliability of the instrument as well as the three components of the assessment. After that, exploratory factor analysis was carried out. RESULTS Sixty five percent of the participant were male, and most of them were between the ages of 20 and 30 years. The results demonstrated a satisfactory psychometric characteristic for its dimensions and validated the 3-dimensional structure of the MBI-SSM, yet they indicate the necessity to remove two items to guarantee their reliability. The Cronbach's alpha value of the MBI-SSM was greater than (0.7). The Cronbach's alpha also showed a good homogeneity for the three dimensions of the MBI-SSM, (0.853) for emotional exhaustion, (0.570) for cynicism, and (0.776) for academic efficacy. CONCLUSIONS It is concluded that the MBI-SSM is determined to be an objective and a valid instrument and can be used to assess academic burnout in the Moroccan context.
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Affiliation(s)
- Bouhaba Abdelmounaim
- Laboratory of Biology and Health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco
| | - Zineb Boumaaize
- Laboratory of Informatics Systems and Optimization, Faculty of Science, Ibn Tofail University, Kenitra, Morocco
| | - Youssef Elmadhi
- Laboratory of Education, Environment and Health (EES) at CRMEF Rabat / Sale / Kenitra, Morocco
| | - Hinde Hami
- Laboratory of Biology and Health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco
| | - Abdelmajid Soulaymani
- Laboratory of Biology and Health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco
| | - Hajar Darif
- Laboratory of Biology and Health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco
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16
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Wang Q, Sun W, Wu H. Associations between academic burnout, resilience and life satisfaction among medical students: a three-wave longitudinal study. BMC Med Educ 2022; 22:248. [PMID: 35382810 PMCID: PMC8980514 DOI: 10.1186/s12909-022-03326-6] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2021] [Accepted: 03/30/2022] [Indexed: 05/09/2023]
Abstract
BACKGROUND Research shows that there are connections among academic burnout, resilience, and life satisfaction in medical students. However, no study has yet examined the temporal relationships between academic burnout, resilience, and life satisfaction among medical students. This longitudinal study aimed to examine the temporal associations between academic burnout, resilience, and life satisfaction and to explore the possible mediating role of resilience in the relationship between academic burnout and life satisfaction among medical students. METHODS This is a three-wave longitudinal study covering the preclinical education period of 20 months. From October 2018 to June 2020, a total of 190 students majoring in clinical medicine filled out the Chinese College Student Academic Burnout Inventory (CCSABI), the Connor-Davidson Resilience Scale (CD-RISC) and the Satisfaction With Life Scale (SWLS) three times. Cross-lagged models were constructed to examine the temporal relationships between academic burnout, resilience, and life satisfaction and longitudinal mediation models were constructed to explore the possible mediating role of resilience in the association of academic burnout with life satisfaction. RESULTS Among medical students, resilience uni-directionally and positively predicted life satisfaction, while academic burnout uni-directionally and negatively predicted life satisfaction. However, the temporal association between resilience and academic burnout was negative and somewhat bidirectional. Resilience had a significant mediating effect on the relationship between academic burnout and life satisfaction in medical students. CONCLUSIONS Medical educators need to identify and take effective measures to combat academic burnout problems which can lead to reduced life satisfaction among medical students. Resilience-based interventions may be promising in buffering the negative impacts of academic burnout and improving life satisfaction. It is recommended that effective resilience-promotion interventions be developed and implemented in medical education to help enhance medical students' psychological well-being.
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Affiliation(s)
- Qinghua Wang
- Institute of Foreign Languages, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province People’s Republic of China
| | - Wei Sun
- Research Center for Universal Health, School of Public Health, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province People’s Republic of China
| | - Huazhang Wu
- Department of Health Service Administration, College of Health Management, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province People’s Republic of China
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17
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Abstract
Academic burnout can have serious consequences for university students. Students are prone to higher levels of stress and depression, poorer academic performance, and attrition from university. It is therefore important to investigate factors associated with these deleterious outcomes in order to assist educators develop effective programs to proactively address student well-being. The purpose of this study was to explore the associations between emotional intelligence (EI), student well-being, mindful self-care (MSC), and academic burnout. A further aim was to investigate the mediating role of MSC in the EI-burnout relationship. A sample of 216 university students (167 females; 78%) 18 years and older (M = 35.57, SD = 11.59) completed a battery of questionnaires associated with life satisfaction, EI, MSC, and academic burnout. Results found that EI was positively associated with well-being and MSC and negatively associated with each dimension of academic burnout. A series of multiple regression mediation analyses found that MSC mediated the relationship between EI and the exhaustion and efficacy dimensions of academic burnout. However, MSC did not mediate the relationship between EI and cynicism. The findings of this study suggest that MSC may be an important factor for improving student well-being and protecting against academic burnout.
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Kilic R, Nasello JA, Melchior V, Triffaux JM. Academic burnout among medical students: respective importance of risk and protective factors. Public Health 2021; 198:187-195. [PMID: 34478954 DOI: 10.1016/j.puhe.2021.07.025] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 06/15/2021] [Accepted: 07/21/2021] [Indexed: 12/11/2022]
Abstract
OBJECTIVES Prior research has found a high prevalence of academic burnout among medical students (33-55%), and medical education institutions have begun to address the issue. In this research, we hypothesized an increase in academic burnout during medical education, as supported by previous findings. The second purpose was to identify the significant predictors (among perceived stress, empathy, and perceived social support) of academic burnout and determine their respective importance. STUDY DESIGN The study design was a cross-sectional online and anonymous survey. METHODS We recruited medical students (N = 342) from four education year-groups (i.e. Bachelor 1 and 3; Master 1 and 3). All participants voluntarily responded to our anonymous study and filled in four questionnaires assessing academic burnout, perceived stress, empathy, and perceived social support. We performed a multivariate analysis of variance on academic burnout and hierarchical regression analyses to determine the respective importance of risk and protective factors of academic burnout. RESULTS We found that two academic burnout domains (i.e. emotional exhaustion and cynicism) significantly changed according to the study year. Cynicism increased as the academic years progressed (F(3,334) = 9.50; P < 0.001), and emotional exhaustion was highest at critical graduation moments during the academic curriculum (i.e. Bachelor 3 and Master 3; F(3,334) = 11.2; P < 0.001). Overall, women presented higher academic burnout traits than men (ᴧ = 0.963; F(3,332) = 4.26; P = 0.006), but univariate analysis revealed that they especially displayed higher emotional exhaustion (F(1,334) = 12.1; P < 0.001). Hierarchical regression analyses showed that perceived stress, cognitive empathy, and perceived social support were significant predictors of academic burnout. We found that perceived stress was a major predictor of academic burnout (from 10% to 28% of the part of variance) in comparison to other factors such as empathy (around 5%) and perceived social support (around 6%). CONCLUSIONS We found that emotional exhaustion and cynicism significantly changed over medical education and that women presented greater vulnerability than men for emotional exhaustion. Furthermore, risk and protective factors of academic burnout were identified: (1) perceived stress was a decisive risk factor; (2) paradoxically, cognitive empathy had a double edge nature (the two cognitive empathy domains had opposite effects); and (3) perceived social support was identified as a protective factor. Thus, a novel dimension of this research was to investigate and describe the importance of several predictors of academic burnout. The implications are crucial for education, and several recommendations are discussed to prevent academic burnout.
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Affiliation(s)
- Rana Kilic
- Public Health Sciences Department, University of Liège, Belgium.
| | - Julian Adriano Nasello
- Psychosomatic Medicine and Group Psychotherapy, Research Department, University Day Hospital, La Clé, Liège, Belgium; Department of Clinical Psychology, University of Liège, Liège, Belgium
| | - Valérie Melchior
- Department of Medical Psychology, University of Liège, CHU of Liège, Belgium
| | - Jean-Marc Triffaux
- Psychosomatic Medicine and Group Psychotherapy, Research Department, University Day Hospital, La Clé, Liège, Belgium; Department of Medical Psychology, University of Liège, CHU of Liège, Belgium
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19
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Wang J, Bu L, Li Y, Song J, Li N. The mediating effect of academic engagement between psychological capital and academic burnout among nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Educ Today 2021; 102:104938. [PMID: 33934039 PMCID: PMC8669342 DOI: 10.1016/j.nedt.2021.104938] [Citation(s) in RCA: 48] [Impact Index Per Article: 16.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2020] [Revised: 04/08/2021] [Accepted: 04/19/2021] [Indexed: 05/20/2023]
Abstract
BACKGROUND Almost all universities have been forced to close and change to online teaching during the COVID-19 pandemic, which has been a big challenge for students. There is little knowledge about the academic burnout among nursing students in these difficult circumstances, especially in traditional Chinese medicine universities, and the relationship between the burnout and their psychological capital and academic engagement. OBJECTIVE The aim is to describe academic burnout and clarify the relationships between academic burnout, academic engagement, and psychological capital among nursing students in traditional Chinese medicine universities. DESIGN This is a cross-sectional, descriptive study. SETTING The study sampled a four-year undergraduate traditional Chinese medicine university in Jian, Shandong Province, China. PARTICIPANTS A convenience sampling method was used to select 733 nursing students from April to June 2020. METHODS The Academic Burnout Scale, the Positive Psychological Capital Scale, and the Academic Engagement Scale were used for data collection, in addition to social-demographic data. Path analysis was used to clarify the relationships among academic burnout, academic engagement and psychological capital. RESULTS Of all the study participants, 39.29% had a certain degree of academic burnout. Academic engagement and psychological capital were negatively correlated with academic burnout among nursing students in traditional Chinese medicine university. Psychological capital was positively correlated with academic engagement. CONCLUSION Nursing students had a certain degree of academic burnout. Academic engagement played a partial mediated role in the relationship between psychological capital and academic burnout.
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Affiliation(s)
- Jinfang Wang
- School of Nursing, Shandong University of Traditional Chinese Medicine, Jinan, China
| | - Lingrui Bu
- Department of Information Engineering, Shandong Labor Vocational and Technical College, Jinan, China
| | - Yan Li
- School of Nursing, Shandong University of Traditional Chinese Medicine, Jinan, China
| | - Jie Song
- School of Nursing, Shandong University of Traditional Chinese Medicine, Jinan, China
| | - Na Li
- School of Nursing, Shandong University of Traditional Chinese Medicine, Jinan, China.
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20
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Li R, Zhou W, Wu J. Identifying the subtypes of psychological profiles in senior undergraduate nursing students and its relationship with academic performance: A latent class analysis. J Prof Nurs 2021; 37:757-764. [PMID: 34187675 DOI: 10.1016/j.profnurs.2021.04.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2020] [Indexed: 10/21/2022]
Abstract
BACKGROUND Students' academic performance is closely related to their personal psychological factors. The subtypes and heterogeneity of psychological profiles among nursing students has not been systematically examined. PURPOSE To identify subtypes of psychological profiles among nursing students using latent class analysis (LCA). METHODS A cross-sectional study design included 379 senior nursing undergraduate students aged 18-22 from three medical colleges in Shanghai. The subjects were investigated by Ruminative Responses Scale, Academic Burnout Scale and Psychological Capital Scale and were categorized into subtypes by LCA. RESULTS Four latent classes were identified: Class 1 - General group; Class 2 - Negative psychological dominated group; Class 3 - Positive psychological dominated group; and Class 4 - Ambivalence psychological group. Students with higher exam failure rate were more likely to belong to Class 2. After adjusted for demographic variables, the subtypes of psychological profiles significantly correlated with academic performance. CONCLUSIONS The significant heterogeneities were noted between psychological profile subtypes and academic performance among senior undergraduate nursing students.
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Affiliation(s)
- Rui Li
- School of Nursing, Shanghai University of Traditional Chinese Medicine, Room 9122, 1200 Cai Lun Road, Shanghai, China
| | - Wanqiong Zhou
- School of Nursing, Shanghai University of Traditional Chinese Medicine, Room 9122, 1200 Cai Lun Road, Shanghai, China
| | - Jing Wu
- School of Nursing, Shanghai University of Traditional Chinese Medicine, Room 9122, 1200 Cai Lun Road, Shanghai, China.
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Kong LN, Yang L, Pan YN, Chen SZ. Proactive personality, professional self-efficacy and academic burnout in undergraduate nursing students in China. J Prof Nurs 2021; 37:690-695. [PMID: 34187665 DOI: 10.1016/j.profnurs.2021.04.003] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Indexed: 12/20/2022]
Abstract
BACKGROUND Academic burnout can affect nursing students' academic performance and psychological well-being. Little is known about the associations between proactive personality, professional self-efficacy and academic burnout. PURPOSE To assess the prevalence of academic burnout in undergraduate nursing students and to explore the associations between proactive personality, professional self-efficacy and academic burnout among nursing students in China. METHODS This study used a cross-sectional design. Undergraduate nursing students were recruited from five medical schools in China to participate in an online survey from April to May 2020. The Proactive Personality Scale, Professional Self-Efficacy Scale for Nursing Students and Academic Burnout Scale were used to measure students' proactive personality, professional self-efficacy and academic burnout. RESULTS A total of 1219 nursing students completed the questionnaire. The prevalence of academic burnout was 31.5% in nursing students, and improper behaviour showed the highest subscale score. Proactive personality, professional self-efficacy and academic year were negatively associated with nursing students' academic burnout. CONCLUSIONS Academic burnout is prevalent in undergraduate nursing students in China. This study contributes to the understanding of the associations between proactive personality, professional self-efficacy and academic burnout in nursing students. Nursing educators should develop strategies to enhance students' proactivity and professional self-efficacy to decrease their academic burnout.
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Affiliation(s)
- Ling-Na Kong
- School of Nursing, The First Affiliated Hospital of Chongqing Medical University, Chongqing 400016, PR China; School of Nursing, Chongqing Medical University, Chongqing, PR China.
| | - Li Yang
- School of Nursing, Qingdao University, Qingdao 266071, PR China
| | - Yi-Nan Pan
- Department of nursing, Medical College, Shaoxing University, Shaoxing 312000, PR China
| | - Shuo-Zhen Chen
- Clinical Nursing Teaching and Research Section, Affiliated Hospital of Zunyi Medical University, Zunyi 563000, PR China
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Tajeri Moghadam M, Abbasi E, Khoshnodifar Z. Students' academic burnout in Iranian agricultural higher education system: the mediating role of achievement motivation. Heliyon 2020; 6:e04960. [PMID: 33005787 PMCID: PMC7509780 DOI: 10.1016/j.heliyon.2020.e04960] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 08/13/2020] [Accepted: 09/14/2020] [Indexed: 11/26/2022] Open
Abstract
Agricultural higher education is one of the important context in which students may be face with educational burnout during their studies due to their conditions, such as the nature of the field of study, lack of graduates' employment, and reduction in motivation. This research aimed to investigate the factors underpinning the student's academic burnout of Iranian agricultural higher education system. The research was a kind of descriptive-correlational that has done through a survey. The statistical population composed of all students at all educational levels in agricultural faculties of the Iranian state-run universities (N = 236,973). Accordingly, 386 people were selected using the Krejcie and Morgan's tables and stratified random sampling method with proportional to size. A researcher-made questionnaire with 104 questions arranged in six parts used for data collection. The validity and reliability of the questionnaire were confirmed by calculating the Cronbach's alpha, average variance extracted (AVE) and composite reliability (CR). According to the results, the variables of high workload and achievement motivation were the most influential factors on academic burnout, respectively. This study's results can be a useful step for policymakers and planners in the agricultural higher education system to prevent student's academic burnout and remove obstacles to dynamic academic achievement.
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Affiliation(s)
- Mahnaz Tajeri Moghadam
- Department of Agricultural Extension and Education, Tarbiat Modares University, Tehran, Iran
| | - Enayat Abbasi
- Department of Agricultural Extension and Education, Tarbiat Modares University, Tehran, Iran
| | - Zahra Khoshnodifar
- Education & Agricultural Extension Department, Higher Educational Complex of Saravan, Saravan, Iran
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Shokrpour N, Bazrafcan L, Ardani AR, Nasiraei S. The factors affecting academic burnout in medical students of Mashahd University of Medical Sciences in 2013-2015. J Educ Health Promot 2020; 9:232. [PMID: 33209924 PMCID: PMC7652071 DOI: 10.4103/jehp.jehp_83_20] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Accepted: 04/16/2020] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Academic burnout is one of the issues involving the educational systems at all levels, which wastes the human resources and expenditures. Academic burnout refers to the sense of exhaustion due to educational requirements, the sense of cynicism and indifference, and the sense of lack of competence. Considering the fact that burnout has already been studied in different professions and in cultures different from that of ours, there is a need to identify these factors among the Iranian medical students and accordingly propose some strategies to reduce burnout symptoms among these students. With this end, this study aimed to identify and quantify the importance of possible factors causing burnout among medical students in the 2nd and 4th years of their studies in Mashahd University of Medical Sciences and provide some suggestions. METHODS The present research is a cross-sectional study conducted in 2017. The participants included medical students who had entered Mashhad University of Medical Sciences in Iran in 2013 and 2015 and were in their 4th and 2nd year of their studies in the university. A questionnaire prepared and validated by Maslach et al. was used to collect the data and distributed among 195 participants who were selected randomly as the sample. RESULTS The results showed that the mean scores given by 195 selected respondents regarding emotional exhaustion, indifference, and inefficiency were respectively 3.89, 3.87 and 4.12 out of 7. CONCLUSION Based on the results, students had the highest level of academic burnout in personal inefficiency or incompetence component and the lowest level was observed in indifference. Therefore, burnout and its components were explicitly seen among medical students; the authorities are recommended to take measures to reduce academic burnout among the students.
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Affiliation(s)
- Nasrin Shokrpour
- English Department, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Leila Bazrafcan
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Amir Rezaei Ardani
- Psychiatry Department, Mashahd University of Medical Sciences, Mashhad, Iran
| | - Shabnam Nasiraei
- Education Development Center, Mashahd University of Medical Sciences, Mashahd, Iran
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Roberts A, Angoff NR, Brissette D, Dupee D, Fahs D, Honan L, Korbey S, Roessler E, Schwartz M, Shabanova V, Tetrault J, Wu B, Colson E, Encandela J. Burnout Among Beginning First-Year Students from Three Health Professional Training Programs. Med Sci Educ 2020; 30:879-883. [PMID: 34457745 PMCID: PMC8368543 DOI: 10.1007/s40670-020-00969-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
The study objective was to learn about burnout prevalence among beginning first-year students from three health professional programs-Advance Practice Registered Nursing (APRN), Medicine, and Physician Associate (PA) training. All first-year students were invited to anonymously complete a survey measuring burnout. Subscales for exhaustion and disengagement together accounted for burnout. Means and frequencies were derived for categorical variables (gender, program, and direct entry from college). Subscales were summarized with means and standard deviations. Analysis of variance and post hoc t-tests compared unadjusted differences in means. Based on results, multivariable linear regressions for total burnout and exhaustion examined associations for the independent variables. With a 97% response rate, 70% were female (the APRN program is predominantly female), and 32% began training directly after college. Female students had significantly higher average total burnout and exhaustion than males. APRN and PA students had significantly higher total burnout and exhaustion than MD students. There were no other significant associations. In multivariable linear regressions, APRN students had significantly higher, and PA students had not quite significantly higher, burnout and exhaustion compared with medical students, with no moderation by any other variables. Burnout among first-year students in all three programs was more prevalent than anticipated. Consistent with previous literature, the programs with students who experienced higher burnout used more competitive, multi-tiered grading systems and introduced clinical expectations earlier in training. The implication is that educational leaders should consider effects of competitive grading and early clinical exposure on burnout among beginning health professional students.
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Affiliation(s)
| | | | - David Brissette
- Yale School of Medicine Physician Associate (PA) Program, New Haven, CT USA
| | | | | | | | | | - Elizabeth Roessler
- Yale School of Medicine Physician Associate (PA) Program, New Haven, CT USA
| | | | | | | | - Barry Wu
- Yale School of Medicine, New Haven, CT USA
| | - Eve Colson
- Washington University Medical School in St. Louis, St. Louis, IL USA
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Rahmatpour P, Chehrzad M, Ghanbari A, Sadat-Ebrahimi SR. Academic burnout as an educational complication and promotion barrier among undergraduate students: A cross-sectional study. J Educ Health Promot 2019; 8:201. [PMID: 31807591 PMCID: PMC6852272 DOI: 10.4103/jehp.jehp_165_19] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 04/04/2019] [Accepted: 06/13/2019] [Indexed: 06/08/2023]
Abstract
BACKGROUND Academic burnout is a worldwide problem that troubles students at all academic levels. Despite the significant effects of this problem on students' mental health and academic achievements, yet, it has not been adequately studied in Iranian system of academic education. Therefore, we aimed to explore the incidence of academic burnout status and its associated factors among the students at Guilan University of Medical Sciences. SUBJECTS AND METHODS This cross-sectional study was conducted over a number of 303 students at Guilan University of Medical Sciences during 2016. Study samples were selected through the stratified random sampling method, and a set of data including sociodemographic information, educational status, study habits, and burnout inventory status was collected for each sample. Items of burnout inventory status were based on the Maslach Burnout Inventory. Data were analyzed using descriptive and inferential statistics including t-test and linear regression. RESULTS The students in our study reported a mean of 2.53 ± 0.7 for academic burnout score. Along with related factors of academic burnout, marital status (P = 0.029), grade point average (P = 0.002), being interested in field of study (P = 0.000), and study time (P = 0.000) were significantly associated with academic burnout of students. Furthermore, the incidence of academic burnout did not differ between male and female students. CONCLUSIONS Regarding the considerable prevalence of academic burnout among students of medical sciences, it is needed that policymakers implement more effective educational programs considering the associated factors of academic burnout.
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Affiliation(s)
- Pardis Rahmatpour
- Department of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
| | - Minoomitra Chehrzad
- Social Determinants of Health Research Center, Guilan University of Medical Sciences, Rasht, Iran
| | - Atefeh Ghanbari
- Social Determinants of Health Research Center, Guilan University of Medical Sciences, Rasht, Iran
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Xie YJ, Cao DP, Sun T, Yang LB. The effects of academic adaptability on academic burnout, immersion in learning, and academic performance among Chinese medical students: a cross-sectional study. BMC Med Educ 2019; 19:211. [PMID: 31196065 PMCID: PMC6567610 DOI: 10.1186/s12909-019-1640-9] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2017] [Accepted: 05/29/2019] [Indexed: 05/20/2023]
Abstract
BACKGROUND Medical students struggle with a heavy workload during their comparatively long course of study in China. The future of medical science depends largely on whether or not medical students become qualified. This study aims to explore whether medical students' academic adaptability affects learning outcomes. This paper will not only provide scientific evidence for educators and administrators of medical schools but will also benefit students by improving their aptitude and adaptability through a thorough discussion on their educational environment. METHODS We conducted a cross-sectional survey from September to December 2016. A total of 1977 respondents completed the questionnaire with a response rate of 79.08%. A cross-sectional survey was used in this study. Descriptive statistics, factor analysis, General Linear Model (GLM) analysis, standard multiple regression, and hierarchical multiple regression were performed for data analysis using the Statistical Package for Social Sciences software (SPSS Version 19.0, SPSS Inc., Chicago, IL, USA). RESULTS Out of the 1977 students, 1586 (80.2%) had mean academic adaptability levels over 3. Findings suggested that academic adaptability (Mean = 3.32), immersion in learning (Mean = 3.20), and academic performance (Mean = 3.39), were at the middle level while academic burnout (Mean = 2.17) was at a low level. Academic adaptability of medical students showed a significant negative relation to academic burnout (Beta = - 0.705, P<0.01), there was a significant positive relation between academic adaptability and immersion in learning (Beta = 0.655, P<0.01) and academic performance (Beta = 0.407, P<0.01). CONCLUSIONS Higher levels of academic adaptability are associated with lower levels of burnout and higher levels of immersion in learning and academic performance. It might be helpful for medical schools to consider academic adaptability and ways of enhancing such skills in order to enhance student performance and engagement while in school.
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Affiliation(s)
- Yu Jin Xie
- School of Public Health, Harbin Medical University, Harbin, China
| | - De Pin Cao
- School of Public Health, Harbin Medical University, Harbin, China
| | - Tao Sun
- School of Public Health, Harbin Medical University, Harbin, China
| | - Li Bin Yang
- Center for Higher Education Research and Teaching Quality Evaluation, Harbin Medical University, Harbin, China
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Wang M, Guan H, Li Y, Xing C, Rui B. Academic burnout and professional self-concept of nursing students: A cross-sectional study. Nurse Educ Today 2019; 77:27-31. [PMID: 30939399 DOI: 10.1016/j.nedt.2019.03.004] [Citation(s) in RCA: 52] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2018] [Revised: 02/18/2019] [Accepted: 03/18/2019] [Indexed: 05/16/2023]
Abstract
BACKGROUND Nursing students' academic burnout affects their learning behaviour and academic performance, which ultimately affect whether they will become a qualified nurse. However, little is known about the academic burnout of nursing students, or about its relationship with professional self-concept. OBJECTIVES The purpose of this study was (1) to assess the academic burnout of nursing students and (2) to evaluate the impact of professional self-concept on academic burnout among nursing students. DESIGN A cross-sectional survey. SETTINGS The survey was carried out at a 3-year vocational medical college and a 4-year undergraduate medical college in Anhui province, which is located in east-central China. PARTICIPANTS From March to May 2018, a total of 1139 full-time nursing students were investigated by convenient sampling, and 1083 valid questionnaires were recovered in this study. METHODS Basic information of students were collected. The Academic Burnout Scale (ABS) and the Nurses' Self-Concept Instrument (NSCI) were used to evaluate students' academic burnout and professional self-concept. RESULTS The average of the overall score of the Academic Burnout Scale was 2.77 ± 0.53, which closed to the median of the scale (median = 3). Whether class leader students or not has significant influence on influence students' academic burnout. Nursing students' professional self-concept had negative effect on their academic burnout. CONCLUSIONS Nursing students' academic burnout level was close to the median on the Academic Burnout Scale, and improper behaviour was most severe. Positive professional self-concept can reduce the level of academic burnout. It is meaningful for nursing educators to take measures to decrease nursing students' academic burnout and enhance their professional self-concept.
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Affiliation(s)
- Miao Wang
- School of Nursing, WanNan Medical College, China.
| | - Hui Guan
- Department of Nursing, West Anhui Health Technical College, China
| | - Yuanzhen Li
- School of Nursing, WanNan Medical College, China
| | - Caixia Xing
- School of Nursing, WanNan Medical College, China
| | - Bei Rui
- School of Nursing, WanNan Medical College, China
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Leupold CR, Lopina EC, Erickson J. Examining the Effects of Core Self-Evaluations and Perceived Organizational Support on Academic Burnout Among Undergraduate Students. Psychol Rep 2019; 123:1260-1281. [PMID: 31132928 DOI: 10.1177/0033294119852767] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
Academic burnout is a prevalent issue that has debilitating effects on students and refers to the phenomena of long-term fatigue and loss of interest in schoolwork, and is characterized by a student's lack of engagement, dulled emotions, and feelings of helplessness. This survey-based study examined the predictive ability of two popular constructs in organizational psychology research, core self-evaluations, and perceived organizational support, to explain students' academic burnout. Extending the Job Demands-Resources model and Conservation of Resources theory to the university context, the study investigated whether core self-evaluations and perceived organizational support would similarly predict burnout for 199 undergraduate students in a university setting as they do employees in work settings. Confirmatory factor analysis was employed to assess the factor structure of the variables, and moderated multiple regression was employed to test the hypotheses. Results indicated that that core self-evaluations and perceived organizational support were individually strong predictors of burnout, and that perceived organizational support had a small moderating effect on the core self-evaluations-burnout relationship. Implications and potential applications of these results are discussed as a means to mitigate the negative effects of academic burnout experienced by so many college students.
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Affiliation(s)
| | - Erika C Lopina
- Department of Psychology, Elon University, Elon, NC, USA
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Babenko O, Mosewich A, Abraham J, Lai H. Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students. J Educ Eval Health Prof 2018; 15:2. [PMID: 29307134 PMCID: PMC5847840 DOI: 10.3352/jeehp.2018.15.2] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2017] [Accepted: 01/08/2018] [Indexed: 05/13/2023]
Abstract
PURPOSE To investigate the contributions of psychological needs (autonomy, competence, and relatedness) and coping strategies (self-compassion, leisure-time exercise, and achievement goals) to engagement and exhaustion in Canadian medical students. METHODS This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20-29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory-student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale-short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed. RESULTS The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000) and exhaustion (β= -0.33, P= 0.000). Students who endorsed mastery approach goals (β= 0.21, P= 0.005) and who were more self-compassionate (β= 0.13, P= 0.050) reported greater engagement with their medical studies. Students who were less self-compassionate (β= -0.32, P= 0.000), who exercised less (β= -0.12, P= 0.044), and who endorsed mastery avoidance goals (β= 0.22, P= 0.003) reported greater exhaustion from their studies. Students' gender (β= 0.18, P= 0.005) and year in medical school (β= -0.18, P= 0.004) were related to engagement, but not to exhaustion. CONCLUSION Supporting students' need for competence and raising students' awareness of self-compassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school studies.
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Affiliation(s)
- Oksana Babenko
- Department of Family Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada
- Corresponding
| | - Amber Mosewich
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, Canada
| | - Joseph Abraham
- Department of Family Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada
| | - Hollis Lai
- Department of Dentistry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada
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Kristanto T, Chen WS, Thoo YY. Academic burnout and eating disorder among students in Monash University Malaysia. Eat Behav 2016; 22:96-100. [PMID: 27131097 DOI: 10.1016/j.eatbeh.2016.03.029] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/18/2015] [Revised: 03/25/2016] [Accepted: 03/30/2016] [Indexed: 10/22/2022]
Abstract
This study examined the prevalence of academic burnout and the relationship between academic burnout and eating disorder among Monash university students for a period of one year. One hundred and thirty-two participants were recruited for the study via advertisement. They were invited to complete three instruments, namely Demographic Questionnaire, Maslach Burnout Inventory - Student Survey (MBI-SS) and Three Factor Eating Questionnaire-Revised 18-item (TFEQ-18). In addition, anthropometric measurements such as weight, height, body mass index (BMI), body fat percentage and waist circumference were taken. All data were collected at baseline and after 6-8weeks. Analysis of Variance (ANOVA), Kruskal-Wallis and Bonferroni pairwise comparison tests were performed using Stata version 13. The prevalence of academic burnout after 6-8weeks was revealed to be 17.4% and 73.5% respectively for moderate and high level of academic burnout respectively. Emotional eating (EEat) scores were significantly different over levels of academic burnout after 6-8weeks (p=0.0103) while no significant differences was observed in other subscales such as cognitive restraint (CR) and uncontrolled eating (UE). These findings evidenced partial associations between academic burnout and eating disorder.
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Affiliation(s)
- Tommy Kristanto
- School of Science, Monash University Malaysia, Jalan Lagoon Selatan, 47500 Bandar Sunway, Selangor, Malaysia
| | - Won Sun Chen
- School of Science, Monash University Malaysia, Jalan Lagoon Selatan, 47500 Bandar Sunway, Selangor, Malaysia.
| | - Yin Yin Thoo
- School of Science, Monash University Malaysia, Jalan Lagoon Selatan, 47500 Bandar Sunway, Selangor, Malaysia
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Yu JH, Chae SJ, Chang KH. The relationship among self-efficacy, perfectionism and academic burnout in medical school students. Korean J Med Educ 2016; 28:49-55. [PMID: 26838568 PMCID: PMC4926940 DOI: 10.3946/kjme.2016.9] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2015] [Accepted: 12/08/2015] [Indexed: 05/07/2023]
Abstract
PURPOSE The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout. METHODS A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted. RESULTS Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout. CONCLUSION Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students.
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Affiliation(s)
- Ji Hye Yu
- Office of Medical Education, Ajou University School of Medicine, Suwon, Korea
| | - Su Jin Chae
- Office of Medical Education, Ajou University School of Medicine, Suwon, Korea
- Department of Medical Humanities & Social Medicine, Ajou University School of Medicine, Suwon, Korea
- Corresponding Author: Su Jin Chae (http://orcid.org/0000-0003-3060-8933) Department of Medical Humanities & Social Medicine, Ajou University School of Medicine, 164 Worldcup-ro, Yeongtong-gu, Suwon 16499, Korea Tel: +82.31.219.4511 Fax: +82.31.219.4093
| | - Ki Hong Chang
- Office of Medical Education, Ajou University School of Medicine, Suwon, Korea
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Noh H, Chang E, Jang Y, Lee JH, Lee SM. Suppressor Effects of Positive and Negative Religious Coping on Academic Burnout Among Korean Middle School Students. J Relig Health 2016; 55:135-146. [PMID: 25656472 DOI: 10.1007/s10943-015-0007-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Statistical suppressor effects in prediction models can provide evidence of the interdependent relationship of independent variables. In this study, the suppressor effects of positive and negative religious coping on academic burnout were examined using longitudinal data. First, 388 middle school students reported their type of religion and use of positive and negative religious coping strategies. Four months later, they also reported their level of academic burnout. From structural equation modeling, significant suppressor effects were found among religious students. That is, the coefficients became larger when both positive and negative religious coping predicted academic burnout simultaneously, compared to when each religious coping predicted academic burnout alone. However, suppressor effects were not found among non-religious students.
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Affiliation(s)
- Hyunkyung Noh
- Department of Counseling and Psychological Services, College of Education, Georgia State University, Atlanta, GA, USA
| | - Eunbi Chang
- Department of Education, College of Education, Korea University, 608 Uncho Useon Hall, Anam-dong, Seongbuk-gu, Seoul, 136-701, Korea
| | - Yoojin Jang
- Department of Education, College of Education, Korea University, 608 Uncho Useon Hall, Anam-dong, Seongbuk-gu, Seoul, 136-701, Korea
| | - Ji Hae Lee
- Department of Education, College of Education, Korea University, 608 Uncho Useon Hall, Anam-dong, Seongbuk-gu, Seoul, 136-701, Korea
| | - Sang Min Lee
- Department of Education, College of Education, Korea University, 608 Uncho Useon Hall, Anam-dong, Seongbuk-gu, Seoul, 136-701, Korea.
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Lee SH, Jeon WT. [The relationship between academic self-efficacy and academic burnout in medical students]. Korean J Med Educ 2015; 27:27-35. [PMID: 25800259 PMCID: PMC8813535 DOI: 10.3946/kjme.2015.27.1.27] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2014] [Revised: 01/12/2015] [Accepted: 01/14/2015] [Indexed: 05/23/2023]
Abstract
PURPOSE The purpose of this study was to examine the correlation between academic burnout and academic self-efficacy in medical students. METHODS The study group comprised 446 students in years 1 to 4 of medical school. They were asked to rate their academic burnout and academic self-efficacy on a scale. The data were analyzed by multivariate analysis of variance and regression analysis. RESULTS Academic self-efficacy was correlated negatively with academic burnout explaining 37% of academic burnout. CONCLUSION Academic self-efficacy (especially self-confidence) had the greatest effect on academic burnout. The implications of these results are discussed in terms of an evaluation and support system for students.
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Affiliation(s)
| | - Woo Taek Jeon
- Corresponding Author: Woo Taek Jeon (http://orcid.org/0000-0002-9213-6057) Department of Medical Education, Yonsei University College of Medicine, 50-1 Yonsei-ro, Seodaemun-gu, Seoul 120-752, Korea Tel: +82.2.2228.2510 Fax: +82.2.364.5450
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Chun KH, Park YS, Lee YH, Kim SY. [ Academic burnout and selection-optimization-compensation strategy in medical students]. Korean J Med Educ 2014; 26:299-308. [PMID: 25800237 PMCID: PMC8813440 DOI: 10.3946/kjme.2014.26.4.299] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2014] [Revised: 08/11/2014] [Accepted: 09/23/2014] [Indexed: 05/23/2023]
Abstract
PURPOSE This study was conducted to examine the relationship between academic demand, academic burnout, and the selection-optimization-compensation (SOC) strategy in medical students. METHODS A total of 317 students at Yeungnam University, comprising 90 premedical course students, 114 medical course students, and 113 graduate course students, completed a survey that addressed the factors of academic burnout and the selection-optimization-compensation strategy. We analyzed variances of burnout and SOC strategy use by group, and stepwise multiple regression analysis was conducted. RESULTS There were significant differences in emotional exhaustion and cynicism between groups and year in school. In the SOC strategy, there were no significant differences between groups except for elective selection. The second-year medical and graduate students experienced significantly greater exhaustion (p<0.001), and first-year premedical students experienced significantly higher cynicism (p<0.001). By multiple regression analysis, subfactors of academic burnout and emotional exhaustion were significantly affected by academic demand (p<0.001), and 46% of the variance was explained. Cynicism was significantly affected by elective selection (p<0.05), and inefficacy was significantly influenced by optimization (p<0.001). CONCLUSION To improve adaptation, prescriptive strategies and preventive support should be implemented with regard to academic burnout in medical school. Longitudinal and qualitative studies on burnout must be conducted.
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Affiliation(s)
- Kyung Hee Chun
- Corresponding Author: Kyung Hee Chun (http://orcid.org/0000-0002-5351-0376) Department of Medical Humanities, Yeungnam University College of Medicine, 170 Hyeonchung-ro, Nam-gu, Daegu 705-717, Korea Tel: +82.53.620.4380 Fax: +82.53.628.4383
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Charkhabi M, Azizi Abarghuei M, Hayati D. The association of academic burnout with self-efficacy and quality of learning experience among Iranian students. Springerplus 2013; 2:677. [PMID: 24386623 PMCID: PMC3872283 DOI: 10.1186/2193-1801-2-677] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/26/2013] [Accepted: 11/28/2013] [Indexed: 12/05/2022]
Abstract
The present study examines the relationship between academic burnout and quality of learning experience and self-efficacy among undergraduate students. The sample consisted of 233 undergraduate students (106 men and 127 women) who were selected by stratified random sampling method. The participants completed the Quality of Learning Experience Scale, Academic Burnout scale, and General Self-Efficacy scale. This study is particularly interesting in the context of Iran, known for its equality-striving and high-quality educational system. Iranian youth, compared with youth in many other countries, have a lower level of well-being. The antecedents of academic burnout are divided into two categories: internal and external variables. In most studies regarding to the issue, one category is used to predict the dependent variable. However, in this study we utilized both ones; self-efficacy was considered as internal and quality of learning experience was used as an external predictor. Correlation coefficients indicated that all relationships between academic burnout and its components with self-efficacy were statistically significant. Furthermore, academic burnout and all of its components had significant correlations with quality of learning experience. Also, the relationship between resources with emotional exhaustion and professor-student relationship with academic inefficacy were not significant. On the basis of the results, through our research, we will expand academic burnout literature by focusing on its external and internal antecedents. In addition, we conclude with theoretical and practical implications and propose a clear horizon for future researches.
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Affiliation(s)
| | | | - Davood Hayati
- Department of Psychology, Shahid Chamran University, Ahvaz, Iran
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