Academic Burnout Amongst Exercise Science Students

Abstract

PURPOSE: Prior research shows that the psychological constructs of hope, optimism, and self-efficacy impact voluntary behavior, and quality of life. Academic burnout is prevalent among university students of all types. However, knowledge of what predicts burnout in undergraduate exercise science (ES) students is limited. Thus, the purpose of this longitudinal study was to examine the level of burnout at the beginning and end of the semester in ES students. Second, we examined the association of psychological factors and physical activity (PA) with burnout in ES students. METHODS: Students completed two online surveys within one Fall semester: one at the beginning and the other near the end. The first survey included the following questionnaires: Copenhagen Burnout Inventory, Adult Hope Scale, Life Orientation Test-Revised (optimism), Self-Efficacy to Regulate Exercise, Satisfaction with Life, and International Physical Activity Questionnaire (IPAQ). The second survey included the Copenhagen Burnout Inventory, IPAQ, and Satisfaction with Life. From the IPAQ, measures of moderate PA, vigorous PA, walking, and total PA were computed. Of the 169 participants, 59 were retained who completed both surveys and listed their major as ES. RESULTS: At the beginning of the semester 35.6% of students reported high burnout and 22.8% reported high burnout near the end of the semester. Predictors of burnout were chosen based on significant correlations. Burnout at Time 1 negatively correlated with vigorous PA, optimism, and Life Satisfaction at Time 1. The regression revealed vigorous PA (Beta= -.232, p=.037), life satisfaction (Beta= -.268, p=.04), and optimism (Beta= -.369, p=.005) as predictors of burnout at Time 1. Burnout at Time 2 negatively correlated with GPA, optimism, life satisfaction, and hope at Time 1. Regressions showed life satisfaction (Beta= -.359, p=.008) and optimism (Beta = -.415, p=.002) at Time 1 as significant predictors of burnout at Time 2. CONCLUSION: ES students reported higher burnout at the beginning of the semester compared to the end of the semester. Higher levels of vigorous PA, optimism, and life satisfaction predicted lower burnout at the beginning of the semester. Greater optimism and life satisfaction at the beginning of the semester predicted lower burnout near the end of the semester.