Burnout syndrome and remote learning strategies during the pandemic of COVID-19: a longitudinal study of Agrarian Sciences students

Abstract

ABSTRACT Purpose We aimed to evaluate the levels of Burnout Syndrome (BS) in Agricultural Sciences students, both before and during the COVID-19 pandemic period. Design/methodology/approach We accessed 77 students for Burnout Syndrome using the Maslach Burnout Inventory-Student Survey (MBI-SS) on two occasions, the first in February and the second in October 2020. Sixty-three students completed both phases. The data were analyzed in a mixed factorial scheme (Three-way ANOVA; p < 0.05). Findings Academic efficacy improved over time without interference of sex or physical activity frequency (p < 0.001). The emotional exhaustion domain significantly reduced over time in women who declared to practice physical activity (p = 0.037). A similar effect was observed in both men and women for the cynicism domain (p < 0.001). Online teaching strategies and the regular practice of exercise were associated to reduced levels of BS during the pandemic. Practical implications The adoption of the emergency remote education system (ERE) associated with the practice of exercise can mitigate the harmful effects of the COVID-19 quarantine on the mental health of students. Theoretical implications The ERE can be an effective strategy to mitigate BS levels in Agricultural Science students in the post-pandemic period. Originality/Value This is the first study that presents results of BS in students of Agricultural Sciences, comparing before and during the COVID-19 pandemic.