Abstract
This paper introduces a new definition for burnout and investigates the psychometric properties of the Burnout Assessment Tool (BAT). In a prior qualitative study, 49 practitioners were interviewed about their conceptualization of burnout (part 1). Using a dialectical approach, four core dimensions—exhaustion, mental distance, and impaired emotional and cognitive impairment—and three secondary dimensions—depressed mood, psychological distress, and psychosomatic complaints—emerged, which constitute the basis of the BAT. In the second study, the psychometric characteristics of the BAT were investigated in a representative sample of 1500 Flemish employees, focusing on factorial validity, reliability, and construct validity, respectively. Results demonstrate the assumed four-factor structure for the core dimensions, which is best represented by one general burnout factor. Contrary to expectations, instead of a three-factor structure, a two-factor structure was found for the secondary dimensions. Furthermore, the BAT and its subscales show adequate reliability. Convergent validity and discriminant validity with other burnout measures—including the MBI and OLBI—was demonstrated, as well as discriminant validity with other well-being constructs, such as work engagement and workaholism.
Highlights
From the outset, the assessment of burnout has been debated
Three questionnaires even restricted burnout to mere exhaustion (i.e., Burnout Measure (BM), Shirom Melamed Burnout Measure (SMBM), CBI) while one questionnaire only measured exhaustion and secondary symptoms (i.e., BO-NKS) [35], and one questionnaire only focused on the secondary symptoms (4-DSQ)
The results of our study provide initial evidence for a new conceptualization of burnout and an associated measure, the Burnout Assessment Tool
Summary
Most research has used—what has become the golden standard of burnout—the Maslach Burnout Inventory (MBI) [1]. It has been estimated that the MBI is used in 88% of all publications on burnout [2]. The MBI contains three factors, originally labelled as emotional exhaustion, depersonalization, and reduced personal accomplishment. This version was later dubbed MBI—Human Service Survey (MBI-HSS) [3] and adapted for educators (MBI—Educator Survey; MBI-ES) [3] and medical personnel (MBI—HSS-MP) [4]. Because of its original definition and wording (i.e., most items refer to “recipients”, “patients”, or “students”), these versions of the MBI are specific for use within human services or educational and medical settings
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