Abstract
Studying for a university degree can be very demanding, as students must cope with a variety of academic, social and personal challenges. If these demands persist, and if there are insufficient resources with which to address them, they will eventually provoke stress. When stress is present for long periods of time, it can lead to academic burnout syndrome, the signs of which are emotional exhaustion, depersonalisation and inadequate personal accomplishment. This paper considers certain sociodemographic factors (age, sex, children, marital status, employment status, degree subject, faculty, academic year) in the identification of a risk profile of developing burnout syndrome. This study is cross-sectional, associative and ex post facto. The Maslach Burnout Inventory-Student Survey was administered to 445 students in the University of Granada. According to the risk profile obtained, first-year male students in Primary Education and Social Education courses are at risk of developing burnout syndrome.
Highlights
Studying for a university degree can be very demanding, generating considerable stress [1,2].Academic demands are high, and students must cope with a variety of academic, social and personal challenges
The first study goal was to analyse the relationship between the development of burnout syndrome and certain sociodemographic factors associated with it, namely age, sex, marital status, children, employment, faculty, degree subject and academic year
There were no significant differences in Emotional exhaustion (EE) between male and female students (X M = 15.41; X F = 15.03; t(429) = −0.60; p = 0.551), statistically significant differences were observed in D (X M = 13.93; X F = 12.13; t(420) = −3.10; p = 0.002; d = 0.31) and in personal accomplishment (PA) (X M = 24.36; X F = 27.41; t(419) = 4.79; p < 0.001; d = 0.48), showing that the female students presented less D and higher PA than their male counterparts
Summary
Studying for a university degree can be very demanding, generating considerable stress [1,2].Academic demands are high, and students must cope with a variety of academic, social and personal challenges. In addition to academic obligations, other stresses are experienced, such as the change of address, living away from home, the search for new interpersonal relationships and increasing concerns with finding postgraduate employment in line with the degree obtained [2,3,4,5]. These demands, if they persist over time in the absence of sufficient resources to resolve them, may generate prolonged malaise and the development of burnout syndrome [3]. Public Health 2019, 16, 707; doi:10.3390/ijerph16050707 www.mdpi.com/journal/ijerph
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