Academic Burnout Research Articles

Personality traits & their relation to academic burnout and satisfaction with medicine as a career in Jordanian medical students

BackgroundThis research aims to investigate the relationship between the Big Five personality traits and their impact on academic burnout and satisfaction within the context of pursuing a medical career, particularly focusing on medical students in the University of Jordan. This investigation aims to enhance the overall well-being and success of medical students, ultimately enhancing the quality of medical services provided by future physicians.MethodologyThis is a cross-sectional study conducted in the University of Jordan between January-June of 2024. A self-administered online survey was filled by 436 medical students from the first to sixth academic year. Participants completed a questionnaire that assessed personality traits using the Big Five Inventory (BFI), academic burnout by Copenhagen burnout inventory-student version (CBI-S), as well as students’ satisfaction using one question with a scale from 1 to 5. For data analysis, R statistical software version 4.3.2 was used.ResultsIndividuals with high levels of neuroticism exhibited higher levels of burnout (β = 0.429, SE = 0.048, t = 8.849, p < 0.001) and lower satisfaction with medicine (β = − 0.515, SE = 0.068, t = − 7.616, p < 0.001), while other traits like conscientiousness, extraversion, openness, and agreeableness were associated with lower levels of burnout and higher satisfaction. Gender differences were significant, with females showing higher neuroticism levels and scoring differently across burnout domains.ConclusionThe study aims to illuminate how personality traits contribute to academic burnout development, suggesting that recognizing the influence of these traits and making adjustments could enhance students’ well-being and satisfaction, as well as mitigating burnout among them. Additionally, it may motivate educators to develop innovative educational strategies tailored to assist students who are particularly vulnerable to burnout.

Family–School Cooperation: The Impact of Parental Involvement and Perceived School Climate on High School Students’ Academic Burnout

Family–School Cooperation: The Impact of Parental Involvement and Perceived School Climate on High School Students’ Academic Burnout

Correlaciones entre burnout académico, afrontamiento y apoyo social en estudiantes universitarios

The study wasproposeddue to the perception of the scarcity of studies on the correlation between burnout, coping and social support. Thus, the present study aimed to verify the prevalence of academic burnout and its correlationswith coping strategies and social support in students of health courses. The sample consisted of 173 participants, agesbetween 18 and 30 years (M = 23.71; SD = 7.04). For data collection we used: Sociodemographic questionnaire, Maslach Burnout Inventory for students (MBI-SS), Brief COPE (coping inventory) and Social Support Satisfaction Scale for higher education students (SSSS). The results revealed correlations between the dimensions of emotional exhaustion and cynicism, with family support satisfaction [F (3. 201752) = 9184.986, p &lt; .001; r2 = .12] and F (3.168) = 8.473, p &lt; .001; r2 = .131]. Referring to the correlations between coping strategies with the other study variables, the sample most frequently used emotion-focused coping in the strategies of Self-blaming (r = .290, p&lt;.001); Substance Use (r = .241, p&lt;.01); Instrumental Support (r = .206, p&lt;.01) and Positive Reinterpretation (r =.197, p&lt;.01)

Resilience, Dispositional Hope, and Psychological Well-Being Among College Students: A Systematic Review

Background Mental health problems are a typical occurrence for college students. Resilience and dispositional hope are crucial in positive psychology and constitute essential psychological capital that collectively promotes psychological well-being. However, limited evidence exists regarding the interplay of resilience, dispositional hope, and psychological well-being across diverse cultures and countries. Objective This study aims to synthesize evidence on how resilience, dispositional hope, and psychological well-being interplay across different cultures among college students. Methods Six databases were searched comprehensively, adhering to PRISMA guidelines. Initially, 122 articles were identified, with 26 duplicates removed, leaving 96 papers for further evaluation. Subsequently, two separate reviewers evaluated the titles and abstracts of these papers using predefined inclusion criteria, identifying 39 articles for detailed full-text review. Among these, 9 studies were extracted and subjected to rigorous quality assessment. Results The article highlights hope and resilience's protective role against stress, anxiety, depression, and academic burnout. Psychological strengths such as resilience and hope significantly enhance well-being. Cultivating these constructs alongside coping strategies and support systems is vital for flourishing among college students. Conclusion This systematic review is the first to comprehensively summarize evidence regarding the interplay between college students' psychological well-being, dispositional hope, and resilience. Future research should employ diverse methods for a nuanced understanding, focusing on cross-cultural comparisons.

THE RELATIONSHIP BETWEEN ACADEMIC BURNOUT AND SOCIAL MEDIA ADDICTION AMONG COLLEGE STUDENTS AT UNIVERSITAS NEGERI PADANG IN WRITING UNDERGRADUATE THESES

When college students experience burnout, depression, and other negative emotions, they tend to be very active in social media to mask and escape the pain from their personal issues while seeking a sense of achievement and self-worth. The purpose of this study is to examine the relationship between academic burnout and social media addiction among undergraduate students working on their final projects at Universitas Negeri Padang. The methodology used is a quantitative approach with a survey method. A total of 102 final-year students from 9 faculties at Universitas Negeri Padang participated in this study. Data collection utilized two measurement tools: Skala Pengukuran Burnout Mahasiswa Dalam Penyelesaian Skripsi and Bergen Social Media Addiction Scale (BSMAS), which were adapted and tested according to the research objectives. Hypothesis testing was conducted using SPSS 26.0. According to Spearman's rho analysis, a correlation coefficient of 0.381 was obtained, and the Sig. (2-tailed) value was 0.000 (ρ&lt;0.05), indicating a positive correlation between the two variables among participants.

The network analysis of anxiety, depression and academic burnout symptom relationships throughout early, middle, and late adolescence.

Previous research has explored the associations between anxiety, depression, and academic burnout primarily from a variable-level perspective. However, there is limited understanding of which symptoms might play a significant role in anxiety, depression, and academic burnout among adolescents at different stages. This study included 7,286 adolescents aged 10 to 18. Questionnaires assessed participants' anxiety, depression, and academic burnout. Network analysis was conducted on the overall sample and segmented by early, middle, and late adolescence to explore relationships between symptoms and variations in symptom expression across these stages, aiming to propose effective interventions targeting anxiety, depression, and academic burnout symptoms in early, middle, and late adolescence. The study found that "feeling that studying is meaningless" emerged as a core symptom in the overall sample. Additionally, "acting or speaking slowly" emerged as a core symptom in early adolescence, while "the thought of dying or hurting" and "feeling bad about yourself, letting your family down" were prominent in middle adolescence, and "easily annoyed or irritable" and "feeling tired" may be prioritized in late adolescence. The varying central symptoms across different adolescent stages suggest the need for targeted interventions. These findings underscore the importance of interventions tailored to specific symptoms to meet the unique needs of adolescents at different developmental stages.

The Effect Of Different Physical Activity Behavioral Stages On College Students' Academic Burnout

The Effect Of Different Physical Activity Behavioral Stages On College Students' Academic Burnout

The Relationship of Academic Burnout and Internet Addiction in Academic Achievement: The Mediating Role of Optimism in Students

For students, academic achievement is significant. In addition to providing motivation, academic achievement also makes it easier for students to continue to the next level of education. However, academic burnout and internet addiction sometimes prevent them from achieving academic achievement. Therefore, this study examined the relationship between academic burnout and internet addiction. This study also includes optimism as an intervention variable. The research method used in this study is quantitative with explanatory type. The population in this study were ninth-grade students at SMP Negeri 11 Malang, with a sample of 72 students using the Slovin formula. Data were collected using a questionnaire, which was then distributed to respondents. One hundred fifteen respondents were obtained, and the results were then analyzed using partial least squares with the help of the SMART-PLS application. Direct and indirect results, such as overall academic burnout, hurt academic achievement and optimism. However, positive results were shown for internet addiction on academic achievement and optimism. This finding implies that excessive tasks and responsibilities lead to burnout and decreased academic performance. However, internet addiction in students can have a positive impact if used as a relevant learning resource.

Adaptation and Validation of School Burnout Inventory-Bangla and Its Predictive Factors Among Adolescents.

School burnout (SB) among adolescents is a growing concern, yet there has been limited research in Bangladesh. This study aims to address this gap by validating the School Burnout Inventory (SBI) in Bangla and investigating the predictive factors of SB among high-school-going adolescents in Bangladesh. The study employed a cross-sectional design, recruiting participants from various high schools across urban and rural areas. Data were collected through self-reported questionnaires, which included information related to demographics, COVID-19, school burnout, daytime sleepiness, insomnia, and depression. The SBI-Bangla demonstrated high reliability and validity. The mean score of SB was 20.26 (±7.84). Significant differences in SB levels were observed across different age groups, grades, locations, mother's education levels, smoking status, and self-reported COVID-19 infection status. Multiple linear regression identified age (B = 0.647, p = .010), location (B = -1.043, p = .034), depression (B = 0.270, p < .001), daytime sleepiness (B = 0.208, p < .001), and insomnia (B = 0.662, p < .001) as significant predictors of SB. The final model explained 12.3% of the variance in SB scores. Enhancing sleep hygiene and addressing psychological issues may help reduce academic burnout. This study provides valuable baseline data that can inform future research and policy formulation aimed at reducing adolescent SB in Bangladesh.

Kontribusi Efikasi Diri terhadap Academic Burnout pada Mahasiswa Semester Akhir Universitas Negeri Padang

Academic burnout is a feeling of tiredness and boredom in doing tasks, pessimism about the functions assigned, and feeling ineffective as a student. The impact of academic burnout on students is the deterioration of their physical, mental, and psychological condition which can cause students to feel full and tired of doing their assignments, proposals, or theses which can result in neglect and delay in their tasks. This research aims to find out the contribution of self-efficacy to academic burnout in final semester students at Padang State University. The quantitative method is used for this research with a descriptive quantitative research type. The population for this study consisted of final semester students at Padang State University class 2018 and 2019. The sampling technique used for this study was purposive sampling with a total sample size of 95 people. The research instrument used is the Maslach Burnout Inventory Student-Survey Scale adapted into Indonesian by Arlinkasari et al. (2017) and the General Self-Efficacy Scale adapt by Novrianto et al. (2019). Hypothesis testing was carried out using simple regression analysis with a correlation coefficient (r) = -0.207 and significant results p = 0.045, meaning that there is a negative significant influence between self-efficacy on academic burnout in final semester students. It can be concluded that the higher the self-efficacy of final semester students at Padang State University, the lower the academic burnout.

Unveiling Chinese EFL students’ academic burnout and its prediction by anxiety, boredom, and hopelessness: a latent growth curve modeling

ABSTRACT Due to the undesirable influences of academic burnout on students’ overall well-being, multitudes of studies have examined this psychological distress and its potential antecedents. Nevertheless, earlier studies have predominantly employed a linear, monolithic research method to probe students’ academic burnout. Moreover, the majority of existing studies have exclusively concentrated on the external predictors of this phenomenon. To address these gaps, adopting the ‘latent growth curve modeling (LGCM)’ as a dynamic research approach, the current inquiry examined Chinese EFL students’ academic burnout and its potential variations over a course of a semester. With this approach, this inquiry assessed the role of boredom, hopelessness, and anxiety as internal predictors of students’ academic burnout. For this purpose, 621 EFL students were randomly chosen from two Chinese universities and four self-scoring questionnaires were given to participants at the onset, middle, and conclusion of the semester. The outcomes of the LGCM disclosed that the rate of students’ academic burnout reduced throughout the semester. The findings further revealed that students’ unpleasant feelings, boredom, hopelessness, and anxiety, positively predicted their academic burnout. Overall, the results of this longitudinal research would be invaluable for language teachers seeking to reduce academic burnout among their learners.

Academic burnout and family communication as predictors of life satisfaction in Peruvian university students

Academic burnout and family communication as predictors of life satisfaction in Peruvian university students

Linking effort‐reward imbalance to academic burnout among high school students: The roles of school connectedness and academic buoyancy

Linking effort‐reward imbalance to academic burnout among high school students: The roles of school connectedness and academic buoyancy

The relationship between the Dark Triad and academic burnout mediated by perfectionistic self-presentation

Individuals with dark personality traits are more prone to burnout, but this was not yet investigated in academia. Perfectionistic self-presentation (PSPS), an interpersonal expression of perfectionism, could be an explaining factor. Therefore, we investigated the relationship between the dark triad (Machiavellianism, vulnerable and grandiose narcissism, and psychopathy) and academic burnout, and whether the PSPS total score and its dimensions (perfectionistic self-promotion, nondisplay of imperfection, and nondisclosure of imperfection) mediates this. We expected that higher dark triad traits would be associated with higher academic burnout and that this would be explained by higher PSPS. Hypotheses included expectations for each PSPS dimension as well. Questionnaires were completed by 304 bachelor/master students (Mage = 22.81 years). Mediations were performed for each dark triad trait with total PSPS and each of its dimensions separately as mediator, and academic burnout as dependent variable. Total PSPS and almost all of its dimensions positively and significantly mediated the relation between Machiavellianism as well as psychopathy and academic burnout (small effect sizes). In contrast, only the PSPS dimension nondisplay of imperfection was a significant, positive mediator of the relation between grandiose narcissism and academic burnout (medium effect size). The other mediations with grandiose or vulnerable narcissism were non-significant. Future research should investigate this further, for instance by using the standard dark triad scales. Finally, this study offers insights for interventions and prevention of academic burnout by highlighting the unique impact of each dark triad trait. For example, those high on Machiavellianism may benefit from tools to deal with cynicism and perfectionism, ultimately lowering the risk for academic burnout.

The reciprocal relationships between core self-evaluation, academic burnout and deviant peer affiliation in adolescence

The reciprocal relationships between core self-evaluation, academic burnout and deviant peer affiliation in adolescence

The longitudinal relationships between problematic mobile phone use symptoms and negative emotions: a cross-lagged panel network analysis

BackgroundThe association between problematic mobile phone use (PMPU) and negative emotions in university students is not well understood in terms of causality and directionality. This study aims to clarify whether negative emotions trigger PMPU or whether the PMPU itself leads to increased negative emotions over time. MethodsA two-wave longitudinal study was conducted involving 5568 Chinese freshmen who were surveyed at baseline and followed up after one academic year. PMPU, social media use, online game use, fear of missing out, loneliness, social anxiety, and academic burnout were measured. Cross-sectional and longitudinal connections between these variables were examined using network analysis techniques. ResultsThe variable with the strongest influence in both contemporaneous networks was “Productivity loss” of MAPI. Moreover, “Academic burnout” at baseline significantly predicted higher levels of problematic smartphone use and negative emotions at follow-up, suggesting that it may serve as a catalyst for addictive tendencies. Furthermore, we observed bidirectional relationships between “Escapism” and “Social anxiety”, as well as between “Social anxiety” and “Inability to control craving”, suggesting a potential self-perpetuating cycle. ConclusionThese findings highlight the role of academic burnout in initiating cycles of PMPU and negative emotions. In order to effectively tackle PMPU, it is crucial to consider the underlying drivers such as academic burnout and emotional states. This is important due to the complex and reciprocal associations uncovered through our longitudinal network analysis.

20대 학습자의 학업마음챙김척도 개발 및 타당화

Objectives The purpose of this study was to develop and validate the “Academic Mindfulness Scale(AMS)” to measure learners’ level of mindfulness regarding Learning Strategies, facing Emotional and Physical Frustration due to academic work, and the urge to overstriving for academic work. Methods To this end, we conducted EFA and an internal consistency assessment with a sample of 208 learners in their 20s. Subsequently, we evaluated the model fit by carrying out CFA on a validation sample consisting of 207 learners. Convergent validity, discriminant validity, and criterion validity were examined through correlational analysis between the AMS and relevant variables. Results A final 3-factor 14-item scale was derived from an estimation sample of 208 individuals. CFA results showed good fit indices with CFI of .932, TLI of .917, RMSEA of .073, and SRMR of .061. Based on the reliability analysis conducted on a validation sample of 207 individuals, the reliability analysis for each subscale showed that Mindfulness in Learning Strategies was .87, Mindfulness in Dealing with Emotional and Physical Frustration was .82, and Mindfulness against overstriving was .70. Correlation analysis with related variables showed that all the three factors showed positive correlations with trait mindfulness scales(CAMS-R, FFMQ, K-MAIA), dedication, vigour, absorption in academic enthusiasm scale, trait academic self-efficacy, state academic self-efficacy, regular and consistent practice, and perserverance and consistency in grit scale, confirming convergent and criterion validity. On the other hand, all the three factors showed negative correlations with Difficulty in emotional clarity and Difficulty in attention to feelings in Emotional Awreness Difficulty Scale, Emotional Exhaustion, Cynicism, Reduced Academic Efficacy in the academic burnout scale, trait academic procrastination, and state academic procrastination, confirming that this scale has discriminant validity. Conclusions The AMS thus appears to be a reliable and valid self-report measure with practical utility for diagnosing and providing intervention for cultivating learners’ academic mindfulness competency.

The co-occurrence of adolescent smartphone addiction and academic burnout: The role of smartphone stress and digital flourishing

The co-occurrence of adolescent smartphone addiction and academic burnout: The role of smartphone stress and digital flourishing

Association between chronotype, social jetlag, sleep quality, and academic burnout among nursing students: A cross-sectional study

ABSTRACT Academic burnout in nursing students is a serious problem worldwide that results in emotional exhaustion, cynicism and low professional efficacy. The aim of the current study was to examine the association between sleep quality and circadian rhythm indicators and academic burnout among Iranian nursing students. This cross-sectional study was conducted on 325 undergraduate nursing students studying at Qazvin University of Medical Sciences between November and February 2023. Data collection was carried out using self-report questionnaires including demographic characteristics, The Pittsburgh Sleep Quality Index (PSQI), reduced-Morningness-Eveningness Questionnaire (r-MEQ), and the Maslach Burnout Inventory-Student Survey (MBI-SS). Social jetlag (SJL) was defined as the absolute value of the difference between the midpoint of sleep on free days (MSF) and the midpoint of sleep on workdays (MSW). Data were analyzed using univariate and multivariate linear regression models. About 31.4% of participants had evening chronotype and almost half of them suffered from poor sleep quality. About 47.7% of the participants had SJL ≥ 2 h. In the multivariate linear regression model, students with evening chronotype compared to morning chronotype experienced more academic burnout in emotional exhaustion, cynicism and professional efficacy. PSQI score was only correlated with emotional exhaustion and cynicism subscales. Increased SJL was a predictor on all three subscales of academic burnout. The findings suggested that evening chronotype, poor sleep quality, and high SJL were associated with increased likelihood of academic burnout in nursing students. Assessment of circadian preference and sleep quality is beneficial for timely identification and prevention of academic burnout in nursing students.

Understanding the relationships among adolescents’ internet dependence, reward, cognitive control processing, and learning burnout: a network perspective in China

Alterations in the reward and cognitive control systems are commonly observed among adolescents with internet dependence (ID), and this impairment is often accompanied by social dysfunctions, such as academic burnout. However, the intercorrelations among ID, reward, cognitive control processing, and learning burnout remain unclear. We recruited 1074 Chinese adolescents to investigate the complex interrelationships among these variables using network analysis. The resulting network revealed patterns that connected ID to the behavioral inhibition/activation system (BIS/BAS), self-control, and learning burnout; these results exhibited reasonable stability and test–retest consistency. Throughout the network, the node of BAS-drive was the critical influencing factor, and the node of self-control was the protection factor. In addition, several symptoms of learning burnout and ID were positively associated with sensitivity to punishment. As revealed by the network comparison test, the network constructed among internet dependent (ID) group differed from the network constructed among internet nondependent (IND) group not only in the edges between BIS and learning burnout but also in terms of the edges associated with learning burnout. In conclusion, this study provides insights into the complex mechanisms underlying ID among adolescents from the perspective of the network relationships between core influencing factors and negative consequences. It validates the dual-system model of risky behavior among adolescents and offers a foundation for early warning and interventions for ID in this context.