Path analysis of the influence of professional values and self-concept of nursing professional on academic burnout of nursing students / 中国实用护理杂志

Objective:To investigate the academic burnout level of nursing interns, and to analyze the influence path of nursing professional self-concept and professional values on the academic burnout of nursing interns.Methods:From September to December 2021, 204 nursing students who practiced for 6 months in the First Affiliated Hospital of Anhui Medical University were surveyed using the College Student Learning Burnout Scale, the Nursing Professional Self-Concept Scale and the Nursing Professional Values Scale. Structural equation modeling using AMOS 23.0.Results:The total score of academic burnout was (52.37 ± 11.60), which was in the middle level. The results of correlation analysis showed that the nurses' professional values were negatively correlated with depression, misbehavior, and low sense of achievement ( r=-0.253, -0.256, -0.406), and the differences were statistically significant ( P<0.01). Nursing professional self-concept was negatively correlated with depression, misbehavior, and low sense of achievement ( r=-0.466, -0.414, -0.525), and the differences were statistically significant ( P<0.01). Intern nursing students' nursing occupational self-concept had a partial mediating effect on their professional values and academic burnout, and the mediating effect accounted for 48.57% of the total effect. Conclusions:Professional values of nursing students can directly affect academic burnout, and also indirectly affect them through nursing professional self-concept.

Prevalencia y severidad del burnout académico en estudiantes universitarios durante la pandemia por la COVID-19

Introducción: El burnout académico (BA) es un proceso insidioso caracterizado por el sentimiento de agotamiento emocional a causa de las demandas de la vida académica, y pese a su repercusión en la salud de las personas, su prevalencia aún no ha sido reportada en Perú. El objetivo del presente trabajo fue reportar la prevalencia de BA, basado en el agotamiento emocional, que experimentan los estudiantes universitarios, y la diferencia según sexo y año de estudio. Método: Participaron 341 estudiantes universitarios (76% mujeres) de diversas instituciones que se encontraban entre el segundo y cuarto año de estudios. Fue utilizada la Escala de Cansancio Emocional en la evaluación de los estudiantes. Resultados: La prevalencia de BA fue descrita mediante porcentajes y la comparación entre grupos fue realizada con medidas de magnitud del efecto. Los resultados revelan niveles de BA a un nivel alto (31.4%) y en riesgo (11.7%). Por otro lado, las mujeres puntúan más alto que los hombres en BA, pero no se hallaron diferencias según el año de estudio. La asociación con ansiedad y depresión fue moderada. Conclusiones: La prevalencia de burnout académico fue significativa, y se asocia con ansiedad y depresión.

Background: Academic burnout (AB) is an insidious process characterized by the feeling of emotional exhaustion due to the demands of academic life. Despite its impact on people's health, its prevalence has not yet been reported in Peru. The objective was to estimate the prevalence of AB, based on the emotional exhaustion experienced by university students, and the differences according to the student's year of study and sex. Method: Participants were 341 college students (76% women) from several institutions who were enrolled between the second and fourth year-of-studies. The Emotional Exhaustion Scale was used to measure students' AB. Results: The prevalence of AB was described by percentages and the comparison between groups was performed with effect size measures. The results reveal BA levels at a high level (31.4%) and risk (11.7%). On the other hand, women score higher than men in BA, but no differences were found according to the year of study. The association with anxiety and depression was moderate. Conclusions: The prevalence of academic burnout was significant, and it is associated with anxiety and depression.

Relaciones entre la inteligencia emocional, el burnout académico y el rendimiento en adolescentes escolares / Relationship between Emotional Intelligence, Academic Burnout and School Performance in Adolescent Students

Resumen El objetivo del presente trabajo fue analizar la relación entre la inteligencia emocional, el burnout académico y el rendimiento escolar en una muestra de 1756 estudiantes adolescentes pertenecientes a nueve centros de Educación Secundaria Obligatoria (ESO). Los instrumentos utilizados fueron las versiones españolas del Traid Meta-Mood Scale-24 (TMMS-24) y el Maslach Burnout Inventory Student-Survey (MBI-SS); y el rendimiento escolar se cuantificó a través de la nota media de cada alumno. Se realizó un estudio ex post-facto de carácter prospectivo con un diseño descriptivo simple. Los resultados mostraron relaciones positivas del rendimiento escolar con las dimensiones de comprensión y regulación emocional, así como con la eficacia académica; y relación negativa con el agotamiento físico/ emocional y cinismo. Los resultados resaltan la influencia de los recursos personales asociados a la inteligencia emocional en la prevención de la aparición del burnout, así como en la mejora de la eficacia personal que pueda conducir a un mayor rendimiento. Se desprende la necesidad de promover las habilidades emocionales en el aula como facilitadoras de las actitudes positivas hacia el desempeño escolar y la prevención del burnout académico.

Abstract This paper aimed to analyze the relationship between emotional intelligence, academic burnout and school performance in a sample of 1.756 adolescent students belonging to 9 compulsory secondary education (ESO) centers. The instruments used were the Spanish versions of the Traid Meta-Mood Scale-24 (TMMS-24), the Maslach Burnout Inventory-Student Survey (MBI-SS); school performance was quantified through the average mark of each student. A prospective ex post facto study was conducted with a simple descriptive design. The results showed positive relationships of school performance with the dimensions of understanding and emotional regulation, as well as with academic effectiveness, and negative relationships with physical/emotional exhaustion and cynicism. The results highlight the influence of personal resources associated with emotional intelligence in preventing burnout, as well as personal effectiveness improvement that can lead to greater performance. The need to promote emotional skills in the classroom as facilitators of positive attitudes for school performance and the prevention of academic burnout is revealed.

Adaptación y validación de un cuestionario para medir burnout académico en estudiantes de medicina de la universidad Ricardo Palma / Adaptation And Validation Of A Questionnaire To Measure Academic Burnout In Medical University Students

Introducción: Evaluar lLa validez y fiabilidad de un instrumento adaptado al Perú para medir la pre-sencia del Síndrome de Burnout en estudiantes universitarios de la carrera de Medicina Humana en la Universidad Ricardo Palma, tomando como punto de partida el Inventa-rio de Burnout de Maslach - Student Survey (MBI-SS). Métodos: Estudio transversal analítico, con nivel de investigación aplicativo. Se evaluó la validez por análisis de estructura factorial con el método de componentes principales, se apli-caron las pruebas de Kaiser-Meyer Olkin y la rotación Varimax; la confiabilidad por el valor alfa de Cronbach. Resultados: Fueron incluidos 223 estudiantes de la Facultad de Medicina Humana de la Universidad Ricardo Palma, en el periodo noviembre a diciembre del año 2016. La prevalencia de Burnout académico encontrada fue 28,25% (63); La prueba de adecuación de Kaiser-Meyer Olkin tuvo un resultado de 0.813 y la prueba de esfericidad de Barlett de 1007.5 (p<0.000). Se calculó la varianza acumulada explicada por 3 factores fue de 55.4%. El instrumento obtuvo un coeficiente Alfa de Cronbach= 0,794, con correlaciones entre los ítems, Agotamiento Emocional (α= ,855), Cinismo (α=0,623) y Eficacia Académica (α= 0,744). Conclusión: El instrumento adaptado y validado reúne las propiedades psicométricas para ser con-siderado un instrumento útil y fiable inicialmente en estudiantes de medicina humana de la Universidad Ricardo Palma, presentando una adecuada estructura factorial y consis-tencia interna para la determinación del nivel de Síndrome de Burnout Académico.

Introduction: Evaluate the validity and reliability of an instrument adapted to Peru to measure the presence of Burnout Syndrome in university students of the Human Medicine career at the Ricardo Palma University, taking as starting point the Burnout Inventory of Maslach - Student Survey (MBI-SS). Methods: Cross-sectional analytical study, with level of application research. Validity was evaluat-ed by factorial structure analysis with the principal components method, Kaiser-Meyer Olkin tests and Varimax rotation were applied; the reliability by the Cronbach alpha val-ue. Results: 223 students from the Faculty of Human Medicine of the Ricardo Palma University were included, from November to December 2016. The prevalence of academic Burn-out found was 28.25% (63); The Kaiser-Meyer Olkin fitness test had a result of 0.813 and Barlett's sphericity test of 1007.5 (p <0.000). The cumulative variance explained by 3 factors was calculated to be 55.4%. The instrument obtained a Cronbach's Alpha co-efficient = 0.794, with correlations between the items, Emotional Exhaustion (α =, 855), Cynicism (α = 0.623) and Academic Efficiency (α = 0.744). Conclusion: The adapted and validated instrument gathers the psychometric properties to be con-sidered a useful and reliable instrument initially in human medicine students of the Ri-cardo Palma University, presenting an adequate factorial structure and internal con-sistency to determine the level of Academic Burnout Syndrome.

Tipologías distintivas de respuestas ante el estrés académico en universitarios: un análisis de clasificación / Distinctive types of responses to academic stress in university students: a classification analysis

El objetivo de este estudio fue establecer las características distintivas de las respuestas ante el estrés de los estudiantes universitarios del área de la salud. Se utilizó un diseño transversal con una muestra aleatoria y estratificada de 820 estudiantes de Ciencias de la Salud de una Universidad del Caribe Colombiano. Los instrumentos utilizados fueron el MBI-SS, el UWES-S, EEC-M, el STAI y el de depresión de Bechk. Los resultados señalan que los universitarios presentan diferentes tipologías de respuesta ante el estrés, mediadas por relaciones diversas entre el burnout académico y el engagement con depresión, ansiedad, estrategias de afrontamiento y apoyo social-familiar, que configuran patrones complejos de interrelaciones mutuas entre dichas variables, conformando tres grupos distintivos de estrés: "los pilos". estudiantes con niveles alto de engagement; "los implicados y estresados"; y "los quemados", estudiantes con niveles alto de burnout.

The objective of this study was to establish the distinctive characteristics of the responses to the stress of university students in the area of health. A cross-sectional design with a random and stratified sample of 820 students of Health Sciences of a Colombian Caribbean University was used. The instruments used were the MBI-SS, the UWES-S, EEC-M, the STAI and the depression of Bechk. The results indicate that university students present different types of response to stress, mediated by diverse relationships between academic burnout and engagement with depression, anxiety, coping strategies and social-family support, which shape complex patterns of mutual interrelations between the variables, forming three distinct groups of stress, "los pilos" students with high levels of engagement, "those involved and stressed", and "burned" students with high levels of burnout.

Algunas variables de salud mental asociadas con la propensión al abandono de los estudios universitarios / Some mental health variables associated with the propensity to the abandonment of the university studies

Resumen Este estudio tuvo por objetivo establecer la asociación de algunas variables de salud mental (burnout académico, ansiedad rasgo-estado y depresión) sobre la propensión al abandono de los estudios en estudiantes universitarios. Estudio de tipo observacional, analitico, trasversal. La muestra estuvo conformada por 252 estudiantes, distribuidos así: 23% (59) del programa de Enfermería, 39% (99) del programa de Medicina y 37% (94) del programa de Psicología, evaluados a través del Maslach Burnout Inventory-Student Survey, Ansiedad de Rasgo y de Estado, Inventario de Depresión de Beck, y cuestionario de Propensión al Abandono. Los resultados indican que la ansiedad estado (OR= 2.944 [1.712 - 5.065], p= 0.000) predice la propensión al abandono en universitarios. Se concluye que la ansiedad estado es un factor de riesgo para la propensión al abandono, por tanto, se recomienda el fortalecimiento de los recursos personales desde la autoeficacia y la incorporación de la familia desde el inicio de la vida universiaria.

Abstract The objective of this study was to establish the association of some mental health variables (academic burnout, traitstate anxiety and depression) on the propensity to drop out of studies in university students. Study of observational, analytical, transversal type. The sample consisted of 252 students, distributed as follows: 23% (59) of the Nursing program, 39% (99) of the Medicine program and 37% (94) of the Psychology program, evaluated through the Maslach Burnout Inventory-Student Survey, Trait and State Anxiety, Beck Depression Inventory, and Abandonment Propensity Questionnaire. The results indicate that state anxiety (OR = 2.944 [1.712 - 5.065], p = 0.000) predicts the dropout propensity in university students. We conclude that state anxiety is a risk factor for the propensity to drop out, so it is recommended to strengthen personal resources from self-efficacy and the incorporation of the family since the beginning of university life.

Factores asociados al burnout académico en estudiantes de internado profesional de fonoaudiologia / Associated factors with academic burnout in intern students of speech language pathology

Resumen: Los estudiantes que cursan el internado profesional de fonoaudiologia experimentan situaciones de estrés y agotamiento propias de esta acti vidad, pudiendo presentar burnout académico (BA), ya que el contacto con usuarios reales, la exigencia académica y las acciones propias de un contexto laboral son caracteristicas de la práctica profesional. El objeti vo del presente estudio es determinar la existencia del burnout acadé mico y la asociación con variables sociodemográficas en los estudiantes de 5to año de fonoaudiología. Se aplicó un cuestionario a 47 sujetos de internado profesional para recopilar antecedentes personales, académi cos y sociales. Luego, para evaluar el burnout académico, se aplicó el Maslach Burnout Inventory-Student Survey. Los estudiantes evaluados no presentan el síndrome, aunque el factor cansancio emocional se presentó con más altos puntajes. Tampoco existen diferencias entre los puntajes del síndrome para los estudiantes que realizan su práctica en las áreas de Salud y Educación. Las variables explicativas del alto cansancio emocional en este estudio son el sexo masculino, pertenecer a sector urbano y aumento de consumo de taba co. El estudio del BA es importante para tomar medidas preventivas en el transcurso de la vida universitaria para garantizar a futuro el com promiso y mejor desempeño por parte de los estudiantes que realizan su práctica profesional.

Abstract: Students who attend internship of speech language pathology expe rience situations of stress and exhaustion characteristic of this activ ity, being able to present academic burnout, due to the contact with real users, the academic requirement and the own actions of a work context, which are characteristics of the internship. The objective of this study was to determine the existence of academic burnout and its association with sociodemographic variables in the 5th year stu dents of speech language pathology. A questionnaire was applied to 47 intern students in order to gather personal, academic and social backgrounds. After to evaluate the academic burnout, the Maslach Burnout Inventory - Student Survey was applied. The students evaluated did not present the syndrome, although the emotional fatigue factor was presented with higher scores. There are also no differences in the scores of the syndrome for students who did their practice in both health and education setting. The explana tory variables of high emotional fatigue in this study were male sex, belonging to the urban sector and increased tobacco consumption. The BA study is important to take preventive measures over the university life to ensure future commitment and better performance by students who perform their professional practice.

Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students / 보건의료교육평가

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.

Variables académicas y sociodemográficas relacionadas con el Síndrome de Burnout, en estudiantes de Ingenierías y Ciencias de la Salud de una universidad estatal de Colombia / Academic and demographic variables related to Burnout syndrome in engineering and health sciences programs students of universidad estatal from Colombia

Resumen Objetivo: Comparar las dimensiones del Síndrome de Burnout en estudiantes de Ingenierías y Ciencias de la Salud, en relación con las variables académicas (promedio ponderado, semestre y programa cursado) y sociodemográficas (edad, género) de los participantes. Método: Dicho estu dio se abordó bajo el enfoque de Bandura (1989), referido a la autoeficacia, bajo el modelo del espiral negativo "hacia abajo", desarrollado por Salanova, Bresó y Schaufeli (2005). Para ello, se desarrolló una investigación de paradigma empírico-analítico, de tipo descriptivo comparativo y diseño transversal. La población estuvo constituida por 1.028 estudiantes de los cuales se obtuvo una muestra estratificada de 280 de ambas facultades participantes; con un porcentaje de error del 5 % y un nivel de confianza del 95 %. A ellos se les aplicó el Inventario de Burnout Académi co (MBI-SS), validado para este estudio. Luego de obtener los resultados de la prueba, se utilizó el estadístico ANOVA para el respectivo análisis de varianzas por grupos. Resultados: Indicaron un nivel bajo y medio de agotamiento emocional y cinismo, pero con un nivel alto de autoeficacia, con diferencias significativas en autoeficacia con respecto al promedio académico y semestre, y de agotamiento con respecto al semestre, programa y facultad; siendo los estudiantes de Odon tología, Medicina, Ingeniería Ambiental y de Sistemas quienes presentaron mayor agotamiento emocional, físico y mental que los otros. Se concluye que existen grupos de estudiantes con diferentes niveles de agotamiento emocional y cinismo, según el género y la carrera que cursan.

Abstract Objective: Comparison of the Burnout syndrome approach, taking into account academic vari ables such as: average, semester and program completion and also demographic variables such as: age and gender in students in the engineering and health sciences programs. This study is cen tered on self-efficacy according to Bandura's theory (1989) and the "downward negative spiral" model developed by Salanova, Breso y Schaufeli (2005). For this purpose, a paradigm of empirical comparative descriptive and cross sectional research is developed. 1,028 students Method: 280 students were a stratified sample; who belong to the two participant programs; 5 % percent level (the margin of error) with 95 % percent level/a confidence level). Academic Burnout Syndrome inventory (MBI-SS) was applied to those students, and it was validated for this study. ANOVA statistical test for the respective variance analysis by groups was used in order to get the results. Results: results showed a low and medium level of emotional exhaustion and cynicism but a high level of self-efficacy with significant differences in relation to semester, grade average, exhausting semester, program and faculty were evident. Students from dentistry, medicine, environmental, engineering and system program and faculty showed greater physical and mental - emotional exhaustion than the others. It is concluded that emotional exhaustion and cynicism level is differ ent according to gender and career path among the student groups.

Burnout académico y síntomas relacionados con problemas de salud mental en universitarios colombianos / Academic burnout and symptoms related to mental health problems in Colombian university students

Resumen Esta investigación tuvo por objetivo identificar la participación de las dimensiones del síndrome de burnout académico, en la variabilidad de las problemáticas de salud mental, en un grupo de jóvenes universitarios del caribe colombiano. A través de un estudio transversal explicativo, se evaluó una muestra de 204 estudiantes de una universidad pública, a quienes se les aplicó el Maslach Burnout Inventory Student Survey y el Inventario de Síntomas 90-R. Los resultados indican que a mayor agotamiento, cinismo e ineficacia se incrementan los síntomas relacionados con problemas de salud mental; del mismo modo, la severidad o nivel del burnout es proporcional a los problemas de salud mental. Se concluye que el agotamiento es relevante en la presencia de síntomas, y el nivel alto de burnout académico es de gran importancia clínica, al coexistir con sintomatología diversa.

Abstract This research aimed to identify the participation of the dimensions of the academic burnout syndrome in the variability of mental health problems in a group of young university students from the Colombian Caribbean. Through an explanatory cross - sectional study, a sample of 204 students of a public university that was administered the Maslach Burnout Inventory Student Survey and the 90-R Symptom Inventory. The results indicate that the more exhaustion, cynicism and ineffectiveness increase the symptoms related to mental health problems, the same way, the severity or level of burnout is proportional to mental health problems. It is concluded that the exhaustion is relevant in the presence of symptoms, and the high level of academic burnout is of great clinical importance, coexisting with different symptoms.

Validación del cuestionario Maslach Burnout Inventory-Student Survey (MBI-SS) en contexto académico colombiano* / Validation of Maslach Burnout Inventory-Student Survey (MBI-SS) in Colombian academic context

La evaluación del síndrome del burnout académico se ha hecho, tradicionalmente, a partir de la adaptación del MBI-General Survey (MBI-GS) al contexto académico colombiano, lo que se denomina MBI-Student Survey (MBI-SS). En ausencia de datos normativos propios, la mayoría de las investigaciones toman los datos normativos del MBI-GS para la interpretación de los resultados. El artículo examina la validez factorial del MBI-SS, la consistencia de las escalas planteadas y contrasta los resultados obtenidos en su aplicación a una muestra de 820 estudiantes de carreras del área de la salud en universidades de la costa Caribe colombiana con los planteados en la nota técnica que presenta los datos normativos. Los resultados indican un buen ajuste del instrumento a lo esperado, pero cuestionan los datos normativos utilizados para la interpretación de los resultados. Específicamente, los resultados muestran que la muestra presenta mayores niveles de agotamiento, menores niveles de cinísmo y similares niveles de autoeficacia que la muestra de trabajadores españoles. Se elaboran varias interpretaciones de los hallazgos.

The assessment of the academic burnout syndrome has been traditionally conducted by the MBI- General Survey (MBI-GS) in an academic context, which is called as the MBI-Student Survey (MBI-SS). Due to the lack of appropriate normative data, in order to interpret the results most of researches take the normative data from the MBI-GS. This article examines the factorial validity of MBI-SS findings, the reliability of the considered scales and compares the obtained results after conducting a survey to 820 students enrolled in the academic health field at universities in the Caribbean coast of Colombia, with the outline based on the technical mark that presents the normative data. The results indicate an efficient adjustment of the instrument, but question the normative data employed in order to carry out the interpretation of the results. Specifically, the results show a sample with higher levels of exhaustion, lower levels of cynicism and similar levels of self-efficacy than the sample of Spanish workers. Some interpretations of the results are discussed.

Comparison of status and predictors of academic burnout between Korean Nationality and Han Nationality nursing students / 中国实用护理杂志

Objective To investigate the status and difference of learning burnout between Korean-Chinese nursing students and Chinese nursing students;and to compare the influencing factors of learning burnout between them.Methods A total of 307 nursing students in Yanbian University were recruited by convenience samphng method.Data were analyzed by SPSS 20.0,using descriptive statistics,t-test,ANOVA,correlation analysis,and linear regression analysis.Results The emotion and learning burnout of Korean-Chinese nursing students scored (3.18±0.52)points and (2.84±0.33)points,which were higher than (3.04±0.53)points and (2.69±0.36) points of Chinese nursing students (t=5.72,4.19,all P ＜ 0.05);The significant predictors of learning burnout of Korean-Chinese nursing students were effective commitment,continuance commitment and ideality commitment;and the significant predictors of Chinese nursing students were effective commitment,continuance commitment and behavior self-efficacy.Conclusions Because of the special background of Korean-Chinese nursing students,it is suggested payed attention to improve their major commitment and learning self-efficacy,then to decrease their learning burnout.

The relationship among self-efficacy, perfectionism and academic burnout in medical school students / 한국의학교육

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.

Burnout en estudiantes universitarios / Burnout in university students

Con la finalidad de proporcionar una mayor comprensión y caracterización de la naturaleza del burnout académico en estudiantes universitarios, se realiza una revisión del concepto, su evolución y extrapolación del contexto laboral al académico universitario, y se propone su delimitación y relación con condiciones clínicas comórbidas como depresión y ansiedad. Adicionalmente, se revisa la investigación empírica que establece relaciones del síndrome con el engagement académico, factores de riesgo y de protección, y sus consecuencias en la salud mental y en el desempeño académico de los estudiantes universitarios.

In order to provide a better understanding and characterization of the nature of academic burnout in university students, a review of the concept, its evolution and extrapolation of the work context to the university academic context is performed. It is proposed its delimitation, differentiation and relationship with comorbid clinical conditions like depression and anxiety. Additionally, this paper reviews empirical research that establishes relationships of the academic burnout with the academic engagement, risk factors and protective, and its impact on mental health and academic performance of college students.

Relación entre burnout y engagement académicos con variables sociodemográficas y académicas / Relationship between burnout and academic engagement with sociodemographic variables and academic

Este estudio buscó esclarecer la interdependencia entre burnout académico (BA) y engagement académico (EA) en estudiantes universitarios del área de la salud, y profundizar en la caracterización de esta relación a partir de sus asociaciones con variables sociodemográficas y académicas (desempeño académico, DA). Se utilizó un diseño observacional y correlacional de tipo multivariado con una muestra, constituida aleatoria y estratificadamente por 802 estudiantes de los programas de medicina, enfermería, fisioterapia y psicología de universidades privadas de Barranquilla, Colombia. Los instrumentos utilizados fueron el MBI-SS, el UWES-S y un cuestionario sobre condiciones socioeconómicas y académicas. El análisis de las relaciones halladas entre BA y EA permitió considerarlos articulados como extremos de un mismo continuo fenoménico o factor, compuesto por las dimensiones de vigor, dedicación, ineficacia académica y cinismo, con valores opuestos en los extremos o polos del factor. Se identificaron variables sociodemográficas y académicas asociadas con los polos del BA y del EA del factor reconocido, donde el BA resultó un buen predictor de mal DA, y el EA un buen predictor de buen DA.

This study aims to clarify the interdependence between Academic Burnout (ab) and Academic Engagement (ae) in undergraduate students, and to describe this relationship based on their associations with demographic and academic variables (Academic Achievement - aa). A multivariate, correlational observational design was used, with a stratified random sample of 802 students from the programs of medicine, nursing, physiotherapy and psychology of private universities of Barranquilla, Colombia. The instruments used were the mbi-ss, the uwess and a questionnaire about academic and socioeconomic variables. The analysis of the relationship between ab and ae, suggests considering each of these syndromes as extremes of the same phenomenic continuum or factor, composed by the dimensions of Vigor, Dedication, Academic Inefficacy and Cynicism , with opposite values at the extremes or poles of the factor. Demographic and academic variables were associated with the poles of the ab and the ae of the acknowledged factor, where the ab was a good predictor of poor aa, and the ae a good predictor of good aa.

Relación del burnout y el engagement con depresión, ansiedad y rendimiento académico en estudiantes universitarios / Relationship between burnout and engagement, with depression, anxiety and academic performance in university students

Objetivo: Analizar las relaciones entre burnout y engagement con ansiedad, depresión y rendimiento académico en estudiantes universitarios de programas de salud. Materiales y métodos: El diseño fue observacional, correlational, multivariado; la muestra, aleatoria y estratificada, de 802 estudiantes de programas de salud de universidades de Barranquilla. Instrumentos: MBISS, UWES-S, STAI >e Inventario de Depresión de Beck. Resultados: El análisis de las correspondencias múltiples entre las variables evidenció un factor conformado principalmente por las dimensiones de Vigor, Absorción, Dedicación e Ineficacia Académica, cuyo extremo negativo se relacionaba con bajo engagement y altos niveles de burnout, ineficacia académica, depresión y de ansiedad de rasgo y de estado; el extremo positivo, con alto engagement, buen rendimiento académico y baja ineficacia, depresión y ansiedad de rasgo y de estado. Conclusiones: En la muestra estudiada, el burnout y el engagement académicos se identificaron relacionados como polos extremos y opuestos de un mismo continuo multidimensional, en el que tanto el polo del burnout como el del engagement se configuran por valores esperados de las variables estudiadas pero opuestos al del polo contrario.

Objective: Analyze the relationship between burnout and engagement, with anxiety, depression and academic performance in university students of health programs. Materials and methods: The design was observational, correlational, multivariate; the sample, random and stratified, was of 802 health programs students from universities in Barranquilla. Instruments: MBISS, UWES-S, STAI and Beck Depression Inventory. Results: The analysis of multiple correspondences between the variables, showed a factor mainly formed by the dimensions of Vigor, Absorption, Dedication and Academic Ineffi-cacy, whose negative end was associated to low engagement and high levels of burnout, academic inefficacy, depression, and trait and State anxiety; the positive end, it was with high engagement, good academic perfomance and low inefficacy, depression and trait and State anxiety. Conclusions: In this study, the academic burnout and engagement were identified related as extreme and opposite poles of the same continuum multidimensional, in which both ends (poles of burnout and engagement) are configured for expected values of the variables studied, but opposite to the contrary pole.

Burnout Académico en Estudiantes de Salud Mental. Impacto en la Salud Física y la Cognición

Se llevó a cabo una revisión de literatura con el fin de explorar estudios realizados recientemente sobre la prevalencia del burnout académico en estudiantes de profesiones de la salud mental, y su posible impacto sobre la salud física y la cognición. Los resultados mostraron que, a excepción de la carrera de medicina, los estudios recientes que exploran la prevalencia del burnout en estudiantes de profesiones de la salud mental son escasos. Esto a pesar de que se ha encontrado evidencia de que este síndrome puede tener sus efectos sobre la salud física y algunas capacidades cognitivas, como la atención y la concentración. Estos resultados sugieren la importancia de realizar o actualizar estudios sobre la prevalencia del burnout en esta población, ya que no sólo tiene repercusión sobre los estudiantes, sino sobre la población a la que están próximos a brindar servicios.

A literature review was conducted in order to explore recent studies on the prevalence of academic burnout among college students of mental health professions and its possible impact on physical health and cognition. Results showed that, with the exception of the medicine career, recent studies that explored the prevalence of burnout among students of mental health professions are scarce. This despite the fact that evidence has shown that this syndrome may have its effects on physical health and some cognitive abilities, such as attention and concentration. These results suggest the importance of carrying out or updating research regarding the prevalence of burnout in this population, as it not only has repercussions among students, but also upon the people they will be providing services to in the future.

The mediating effects of test anxiety on the relationship between socially-prescribed perfectionism and academic burnout of female college students in a dental hygiene department / 대한구강보건학회지

OBJECTIVES: The purpose of this study was to uncover the mediating effects of test anxiety on the relationship between socially prescribed perfectionism and academic burnout in enrolled in a dental hygiene department. METHODS: This study administered a survey consisting of the Socially Prescribed Perfectionism Scale, the Revised Test Anxiety Scale, and the Maslach Burnout Inventory-Student Survey to 310 female college students in the dental hygiene department at G City. The data were analyzed with correlation analysis using SPSS 21.0 and AMOS 20.0. partial mediating effects of test anxiety between socially prescribed perfectionism and academic burnout. RESULTS: The results suggest that the higher the levels of socially prescribed perfectionism, the greater the increase in academic burnout. In addition, socially prescribed perfectionism increases test anxiety when academic burnout is high. The analysis of mediating effects in the indirect path of the model revealed that adaptive socially prescribed perfectionism had a negative effect on academic burnout by increasing test anxiety. These findings and their implications were discussed. CONCLUSIONS: In order to reduce socially imposed perfectionism, it is necessary to reduce growing academic burnout, and test the value and success criteria of this model. There remains however, the fact that there is a need to focus on career goals and criteria that need to be met in order to be successful. By lowering test anxiety, psychological stability is improved and in turn, a stable college life enables dental hygiene students to more freely access psychological support. Therefore, a proactive attitude toward education is vital in preventing test anxiety and socially prescribed perfectionism.

The relationship between academic self-efficacy and academic burnout in medical students / 한국의학교육

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.

Academic burnout and selection-optimization-compensation strategy in medical students / 한국의학교육

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.