Maslach Burnout Inventory-Student Survey Research Articles

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.

Perceived stress and burnout syndrome in chiropractic students at a South African university during the COVID-19 pandemic: A cross-sectional study.

Higher stress levels may be associated with decreased academic success and physical and psychological well-being in chiropractic students. This study aimed to determine the perceived stress and burnout of chiropractic students at the University of Johannesburg during the COVID-19 pandemic. This was a quantitative, exploratory study utilizing a self-administered online questionnaire distributed to chiropractic students (n = 246) at the university. The questionnaire consisted of 3 main components: demographics, the Perceived Stress Scale (PSS-10), and the Maslach Burnout Inventory-Student Survey (MBI-SS). Data were analyzed utilizing exploratory factor analysis, Cronbach alpha for reliabilities, and descriptive statistics for mean scores being interpreted using subscales pertaining to the 2 survey tools. The response rate was 63.82% (n = 157) with the PSS-10 indicating participants obtained a total mean score of 25.08 (average stress). For the MBI-SS categories, participants scored 18.96 out of 30 for exhaustion, 10.31 out of 30 for cynicism, and 22.46 out of 36 for professional efficiency; higher scores of exhaustion and cynicism and lower scores of professional efficiency are indicative of higher degrees of burnout. Statistically significant differences for both tools were noted in relation to age and academic year with higher values indicated with increased age and progression in the program. The results indicate that chiropractic students experienced moderate levels of stress but higher burnout than other health sciences student populations when compared to current literature. Age and progression in the program appear to have a negative influence on both these factors.

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.

Academic burnout syndrome among medical students in Serbia: prevalence of high risk and determinants

BackgroundAlthough burnout syndrome has been described in numerous research studies, the data on burnout syndrome among medical students in developing countries is scanty. This study aimed to determine the prevalence of high-risk for burnout syndrome and its associated factors among university undergraduate medical students in Serbia.MethodsAn observational, analytical, cross-sectional study was conducted using the Maslach Burnout Inventory-Student Survey and a survey on associated factors. The research was carried out from February to March 2014. Multivariate logistic regression was used to determine the adjusted odds ratio (Odds Ratio, OR) with 95% Confidence Interval (95%CI) in order to identify independent correlates of high risk of burnout syndrome.ResultsA high risk for burnout syndrome was noted in 15.0% of respondents; that is, 114/760 medical students suffered from high emotional exhaustion, high cynicism, and low academic efficiency. According to the results of multivariate logistic regression, the main significant independent correlates of high risk for burnout syndrome in medical students were: age of students (for aged 22–24: adjusted OR = 5.64, 95%CI = 2.58–12.34, p < 0.001 for aged ≥ 25: adjusted OR = 5.65, 95%CI = 2.08–15.39, p = 0.001) with p for trend < 0.001, higher frequency of alcohol consumption (for habit 1–2 times a week: adjusted OR = 2.01, 95%CI = 1.01–4.03, p = 0.048) with p for trend = 0.025, and use of sedatives (adjusted OR = 3.44, 95%CI = 1.31–9.04; p = 0.012).ConclusionThe present study identified several factors associated with burnout syndrome in Serbian medical students. Some factors associated with the high risk of burnout syndrome in medical students are modifiable. It is important to carry out similar research on burnout syndrome in the future, especially using longitudinal studies, in order to evaluate the associations found in this cross-sectional study.

Lack of Control, Lack of Reward and Lack of Fairness in Relation to Academic Burnout Among Students

Students who cannot manage the demands of academic life are prone to burnout. This study aims to determine the influence of lack of control, lack of reward, and lack of fairness on academic burnout among students. The research method used is quantitative correlational. Data collection tools include the Maslach Burnout Inventory Student Survey (MBI-SS), lack of control scale, lack of reward scale, and lack of fairness scale. The study involved 125 students. Hypotheses were tested using ordinal regression analysis and Spearman correlation with the help of SPSS. The results showed that lack of control, lack of reward, and lack of fairness significantly influence academic burnout with a significance value of 0.000 &lt; 0.05.

Síndrome de Burnout em estudantes de enfermagem de uma universidade privada do estado do Rio Grande do Sul

Burnout Syndrome is a state of emotional exhaustion with symptoms of extreme exhaustion, stress, and physical exhaustion resulting from an extreme work situation or a challenge in a period of life. Studies indicate that burnout is present in undergraduate nursing students, and their results have identified high levels of burnout. The objective of this study was to verify the presence of burnout syndrome in undergraduate nursing students at a community institution in the state of Rio Grande do Sul. This is a qualitative-quantitative, exploratory, descriptive and cross-sectional study. Data collection was carried out with 19 students from the ninth and tenth semesters of the nursing course, from September to October 2023, using the instrument called MBI - SS, Maslach Burnout Inventory Student Survey (MBI-SS). The results showed that the majority of students were female, 86.2% (n=16), single 86.2% (n=16), working 78.9% (n=15) and financially responsible for their studies 52.6% (n=10). The scores analyzed revealed the presence of Burnout Syndrome in the sample studied, with high scores of exhaustion and disbelief. We conclude that Burnout Syndrome has affected students in the health area, it is necessary to recognize the situations that lead students to emotional exhaustion, considering the specificity of their training environments.

Assessment of academic burnout among undergraduate medical and health sciences students: a survey study from the United Arab Emirates

PurposeThis study aims to assess the prevalence of burnout among undergraduate medical and health science students and to identify the factors associated with its development.Design/methodology/approachA cross-sectional study was conducted involving students from Ras Al Khaimah Medical and Health Science University. The Maslach Burnout Inventory-Student Survey was used to evaluate three subscales of burnout. Ethical considerations were met, and informed written consent was obtained from participants. Bivariate and multiple logistic regression analyses were conducted to examine the relationship between demographic, personal and school environment factors and burnout.FindingsOut of 453 students surveyed, the majority were females (74.8%) aged 18–20 years (60%). Significant levels of burnout were reported, with emotional exhaustion, depersonalization and reduced personal accomplishment affecting over half of the participants (69%). Factors such as being in the clinical years, long-distance commuting challenges and involuntary college selection were identified as predictors of burnout.Research limitations/implicationsWhile the study provides valuable insights, limitations may include the specific context of the university and potential biases in self-reported data.Practical implicationsThe findings underscore the importance of raising awareness, maintaining work-life balance and implementing coping strategies to support student well-being and foster a positive learning environment. Suggestions include time management and seeking guidance from mentors or mental health professionals.Originality/valueThis study contributes to the understanding of burnout among medical and health science students, especially within the unique context of the United Arab Emirates, given the convergence of students from diverse nationalities and cultural backgrounds.

Pengaruh Sense of Humor dan Family Support terhadap Academic Burnout pada Mahasiswa di Universitas Negeri Padang

This study aims to examine the effect of sense of humor and family support on academic burnout in students at Padang State University. This study also examines the effect of each independent variable (sense of humor and family support) on the dependent variable (academic burnout). The sample consisted of 340 students at Padang State University taken using the snowball sampling technique. This study used a measuring instrument for academic burnout using the Maslach Burnout Inventory - Student Survey (MBI-SS), a measuring instrument for family support using The Multidimensional Scale of Perceived Social Support (MSPSS), and a measuring instrument for sense of humor using the Multidimensional Sense of Humor Scale (MSHS). The testing conducted in this study with multiple linear analysis using SPSS Statistic 20.0 for Windows software. The results showed that there was a positive and significant effect of sense of humor and family support on academic burnout.

Burnout, Exhaustion, Experiences of Discrimination, and Stress Among Underrepresented and First-Generation College Students in Graduate Health Profession Education.

Mental health disorders are increasing among health profession students. Compounding this, students from underrepresented backgrounds may face additional stressors and challenges. The aims of this study were to: (1) assess the extent to which burnout, exhaustion, experiences of discrimination, and stress exist among students in dentistry, nursing, occupational therapy, pharmacy, and physical therapist professional education programs; (2) determine if there are significant differences by key demographic characteristics (those who are first-generation college students [FGCSs], a member of an underrepresented minority [URM] group, or both); and (3) highlight strategies and solutions to alleviate these challenges identified by students. Cross-sectional survey using a mix of question types of a sample of graduate students from dentistry, nursing, occupational therapy, pharmacy, and physical therapy programs from February to June 2020. Utilizing the Maslach Burnout Inventory Student Survey and campus climate and stress survey, mean subscale scores were calculated for the following outcomes of interest: MBI-SS burnout, dimensions of stress, and observed racism. Logistic regressions examined student factors that may help explain these outcomes. Content analysis examined participants' responses to open-ended questions. There were 611 individuals who completed all survey questions. FGCSs were significantly more likely than non-FGCSs to report exhaustion (adjusted odds ratio [aOR]: 1.50; 95% CI = 1.04-2.16), family stress (aOR: 3.11; 95% CI = 2.13-4.55), and financial stress (aOR: 1.74; 95% CI = 1.21-2.50). URM students reported not feeling supported in their program and mentioned needing additional support, particularly for well-being, from staff and faculty. Findings from this study are consistent with literature that FGCSs experience additional stressors that may lead to burnout and exhaustion. URM students reported not feeling supported in their programs. This study's findings point to the need for leadership and faculty of health professional schools to implement or strengthen current policies, practices, and strategies that support URM students and FGCSs. Research demonstrates that a diverse student body and faculty enhances the educational experience for health professional students, and that diversity strengthens the learning environment and improves learning outcomes, preparing students to care for an increasingly diverse population. However, this study finds that students from underrepresented backgrounds may still experience more burnout, exhaustion, discrimination, and stress than their peers. Programs and policies to support URM students and FGCSs throughout their academic careers can help improve graduation and retention rates, leading to improved workforce diversity.

Academic Burnout, Personality, and Academic Variables in University Students.

This study examines academic burnout syndrome and its relation to personal and academic variables among university students in nursing and early childhood education programs in Spain. A total of 606 university students (primary education: 49.7%; nursing: 49.7%) of both sexes (71.5% female) with an average age of 20.68 years (SD = 1.65) participated. An ex post facto retrospective single-group design was planned. The instruments used were the Maslach Burnout Inventory-Student Survey (MBI-SS) and the NEO Five-Factor Inventory (NEO-FFI). Nursing students, who reported more study hours, less sleep, and lower grades, had higher academic burnout scores. Linear regression models were proposed to analyze the relationship between academic burnout, personality, and sociodemographic variables. Nursing students scored higher in emotional exhaustion and lower in cynicism, and they scored higher in neuroticism and openness. Furthermore, 16.1% of the variance in academic burnout was explained by personality variables as well as the degree studied, course year, and study hours. These findings suggest the importance of considering both academic and personality variables in understanding academic burnout in university students.

Perbedaan Tingkat Academic Burnout pada Siswa Ditinjau dari Jenis Sekolah SMA/SMK/MA

The condition of exhaustion experienced by students as a result of excessive pressure to meet academic demands at school is also known as academic burnout. Burnout in students can lead to an increased risk of depression and decreased academic performance. The different operational curriculum used by each type of school results in students experiencing different academic demands. This study aims to see differences in the level of academic burnout among students in terms of the type of school, SMA / SMK / MA. The research method used is quantitative with a comparative causal approach. The subjects of this study were high school students in West Sumatra. The total subjects in this study were 165 people. The level of students' academic burnout was measured using the academic burnout scale adapted from Maharani (2019). The scale was adapted from a measurement tool developed by Schaufeli et al. (2002), MBI-SS (Maslach Burnout Inventory-Student Survey). The results showed that there was no significant difference in the level of academic burnout among students in terms of school type. However, the average score of MA students is higher than that of SMA and SMK students.

Impact of interpersonal relationships on academic burnout among trainee teachers: A comprehensive study

IntroductionRecent research has identified varying levels of burnout among teachers, particularly those in training. This condition is believed to be influenced by a combination of internal factors, such as psychological characteristics, and external factors, such as work-related pressures and the social environment.ObjectivesWe examined the prevalence of burnout syndrome and assessed the potential risk factors associated with this condition. This study investigates the complicated correlation between academic burnout and interpersonal connections among trainee teachers in Morocco.MethodsWe used a comprehensive database generated from the Maslach Burnout Inventory-Student Survey (MBI-SS), a questionnaire designed specifically for this study, and validated for this context. We examined various dimensions of academic burnout to unravel the complexity of this connection. Our study analyzed individual, professional, and social factors within a cohort of 732 prospective teachers in Morocco during the 2021/2022 academic year.ResultsThe findings revealed an intricate network of interrelated factors that contributed to the occurrence of academic burnout among trainee teachers. Significantly, the study highlighted the impact of interpersonal relationships on academic burnout. Trainee teachers who received support and positive interactions from colleagues and superiors showed significantly lower levels of academic burnout. Interpersonal relationships within the educational community also played a pivotal role in preventing burnout. Moreover, our multivariate analysis showed that certain sociodemographic factors,including age, gender, and prior educational experience, moderated the influence of interpersonal relationships on academic burnout.ConclusionsThis study significantly contributes to the comprehension of academic burnout in trainee teachers by emphasizing the vital role of interpersonal relationships in this context. The findings emphasize the necessity of interventions that enhance interactions within educational institutions to prevent academic burnout and promote a healthy learning environment for trainee teachers.Disclosure of InterestNone Declared

IJCM_336A: Academic burnout and coping: A questionnaire based cross-sectional study among undergraduate students of a medical college in western Uttar Pradesh

Background: Academic burnout is a significant concern in undergraduate medical students due to the demanding nature of their coursework, clinical responsibilities, and the pressure to excel in their studies. Medical students, in particular, are believed to be more stressed and burnt out than their non-medical peers. Academic burnout can affect medical students academic performance and psychological well-being. Coping strategies are essential for students to manage stress and attempts are being made to control and mitigate the same. Objective: 1) To assess the prevalence of academic burnout among undergraduate medical students; 2) To find out coping mechanisms adopted by the students. Methodology: This is a cross-sectional anonymous survey, medical students were recruited from four professional MBBS groups. Based on prevailing prevalence of burnout (16.84%), sample size calculation was done, which came out to be 216; which was rounded off to 220. The 220 completed questionnaires were collected and included in analysis. The Maslach Burnout Inventory-Student Survey (MBI-SS) and Brief COPE questionnaire were used. Sociodemographic profile was assessed by semi-structured proforma. Results: High emotional exhaustion was present in nearly 35% of the students while low professional efficacy over 65% of them reported. However, majority of them practiced active coping. The data is still being analysed for final findings. Conclusion: As concluded, majority of the students reported high academic burnout and low professional efficacy. For coping, most of them adapted active coping while substance use was less commonly used.

Promoting well-being: Investigating self-efficacy and academic burnout among trainee teachers

IntroductionBurnout is a widespread problem with far-reaching implications for mental health. Recent studies on working conditions in Morocco have drawn attention to the increasing prevalence of psychosocial hazards, notably stress and burnout, in various professions. The emergence of burnout is mainly determined by the intricate interplay of organizational, environmental, and individual factors. In education, the teaching profession is susceptible to various burnout symptoms. Educators can mitigate this syndrome by maintaining a positive outlook driven by a strong sense of self-efficacy.ObjectivesThis study investigated the correlation between academic burnout syndrome and personal resources, specifically a sense of efficacy.MethodsA cross-sectional survey of 160 Moroccan trainee teachers, with an average age of 27.94±5.44 years, was conducted. Data were collected through a self-administered questionnaire that included the Maslach Burnout Inventory-Student Survey (MBI-SS) and Teachers’ Sense of Efficacy Scale (TSES). The MBI-SS evaluated academic burnout across three dimensions: emotional exhaustion, cynicism, and academic efficacy, whereas the TSES examined efficacy for classroom management, student engagement, and instructional strategies. The questionnaires were translated into Arabic and validated for use in the Moroccan context.ResultsThe findings revealed a moderate and statistically significant correlation between efficacy for classroom management and the two components of efficacy related to instructional strategies (r=0.32; p&lt;0.001) and student engagement (r=0.49; p&lt;0.001). Additionally, a significant and positive correlation was observed between instructional strategies’ efficacy and the efficacy for student engagement (r=0.23; p&lt;0.01). A moderate and significant correlation was found between emotional exhaustion and cynicism (r=0.45; p&lt;0.001), whereas academic efficacy and cynicism were negatively and significantly correlated (r=-0.13; p&lt;0.05). It is worth noting that the key component of academic burnout, “emotional exhaustion,” was significantly related to academic efficacy (r=-0.58; p&lt;0.001). Additionally, Pearson’s correlation test demonstrated a positive and statistically significant correlation between emotional exhaustion and efficacy for student engagement (r=0.14; p&lt;0.05). Furthermore, the correlation between academic burnout and self-efficacy showed a negative and statistically significant association (r=-0.13; p&lt;0.05).ConclusionsTrainee teachers face a range of stressors that affect their well-being. By focusing on personal traits, well-being can be improved and burnout mitigated. This study highlights the key role of self-efficacy as a critical resource in preventing academic burnout, particularly among teachers at the start of their careers.Disclosure of InterestNone Declared

Translation, cross-cultural adaptation and validation of the MBI-SS questionnaire for Chinese art students

The 16-item Maslach Burnout Inventory-Student Survey (MBI-SS) was translated into simplified Chinese (MBI-SS-C) and tested for reliability and validity among Chinese art college students. A sample of 437 students from a Beijing art college was analyzed. The MBI-SS-C with 16 items shows relatively poor psychological measurement characteristics for items 2 and 7. The remaining 14 items showed good validity and reliability after being removed. Confirmatory factor analysis confirmed the structural validity of the 14-item MBI-SS-C. The Cronbach alpha for the MBI-SS-C was 0.854, with the three subscales having Cronbach alpha of 0.898, 0.890 and 0.902. The 14-item MBI-SS-C has a moderate correlation with general self-efficacy (GSE) and high concurrent validity. The 14-item MBI-SS-C is a reliable tool for evaluating burnout in Chinese art college students and is simple and effective.

Burnout and depression in college students

Research on burnout has garnered considerable attention since its inception. However, the ongoing debate persists regarding the conceptual model of burnout and its relationship with depression. Thus, we conducted a network analysis to determine the dimensional structure of burnout and the burnout-depression overlap. The Maslach Burnout Inventory-Student Survey and Patient Health Questionnaire-9 were used to measure burnout and depression among 1096 college students. We constructed networks for burnout, depression, and a burnout-depression co-occurrence network. The results showed that cynicism symptom was the most central to the burnout network. In the co-occurrence network, depressive symptoms (“anhedonia”, “fatigue”) and burnout symptom (“doubting the significance of studies”) were the most significant in causing burnout-depression comorbidity. Community detection revealed three communities within burnout symptoms, aligning closely with their three dimensions identified through factor analysis. Additionally, there was no overlap between burnout and depression. In conclusion, our findings support a multidimensional structure of burnout, affirming it as a distinct concept separate from depression. Cynicism, rather than exhaustion, plays the most important role in burnout and the burnout-depression comorbidity.

The factorial validity of the Maslach Burnout Inventory: Student Survey (MBI-SS) in Poland

The factorial validity of the Maslach Burnout Inventory: Student Survey (MBI-SS) in Poland

Assessing the role of mentors in mitigating burnout and enhancing professional development in medical education.

To assess the correlation between mentor behaviours and medical student burnout and their professional development within medical education. A cross-sectional study using convenience sampling was conducted among third-, fifth-, and sixth-year medical students (N=307). Participants voluntarily completed anonymous online questionnaires measuring the Mentor Behavior Scale, the Maslach Burnout Inventory-Student Survey, and the Professional Self-Identity Questionnaire. Multivariate regression analysis was performed to analyse relationships between student burnout, mentor behaviours and their impact on professional development. Among participants, 26% (N=80) experienced burnout, which was significantly associated with lower competency support (OR = 2.0, 95% CI: 1.1-3.5, p = 0.016), medication use (OR = 2.1, 95% CI: 1.1-4.0, p = 0.029), and a lower Grade Point Average (OR = 3.3, 95% CI: 1.6-6.9, p = 0.001) compared to non-burnout students. In the development of professional identity, a high level of mentor relationship structure had statistically significant associations with higher scores in key domains of the Professional Self-Identity Questionnaire, including teamwork (OR = 3.9, 95% CI: 1.5-9.9, p < 0.01), communication (OR = 3.4, 95% CI: 1.5-7.7, p < 0.01), ethical awareness (OR = 3.3, 95% CI: 1.4-8.0, p < 0.01), and record use (OR = 2.8, 95% CI: 1.2-6.5, p < 0.05). The impact of mentor behaviours on medical students is evident. Enhancing mentorship by addressing specific mentor behaviours can improve programme quality. Future research should explore the long-term effects and strategies for effectively implementing targeted enhancements in mentor behaviours.

How physical exercise influences academic burnout among Chinese "Double Non" college students: the chain mediation role of mobile phone addiction and learning engagement.

With mental anxiety caused by the COVID-19 pandemic, the trend of "lying down" has become increasingly prevalent among Chinese college students such as not thinking ahead, decadent abandonment, and being weak daily. Particularly, Chinese "Double Non" college students are more likely to face academic burnout (AB) due to lower school satisfaction and after-degree employment ratio, in comparison to "Double First-Class" college students. In view of this, the present study examined the structural relationships of physical exercise (PE), mobile phone addiction (MPA), learning engagement (LE), and AB among Chinese "Double Non" college students, aiming at exploring corresponding mechanism to provide supportive guidance for alleviating potential AB. This study adopted a cross-sectional survey approach among the sample of "Double Non" college students in China. We recruited 930 participants (272 men and 658 women) in the second half of the 2022-2023 academic year, all of whom completed questionnaires involving Physical Exercise Rating Scale, Mobile Phone Dependence Index Scale, Utrecht Work Engagement Scale-Student, and Maslach Burnout Inventory-Student Survey. A series of statistical analyses, including descriptive statistics, bivariate correlations, and direct and indirect effects among study variables, were proceeded based on the collected data. The results showed that PE can not only directly and negatively influence AB, but also indirectly and negatively influence AB through the mediation of MPA as well as the chain mediation of both MPA and LE. While PE had no significantly indirect effect on AB via LE. Physical exercise was proved to be an effective way to reduce MPA and then enhance LE, consequently leading to decreased AB in Chinese "Double Non" college students. The findings were discussed in light of related research, and implications and future directions were put forward for application in potential theoretical research and educational practice.

High risk of burnout syndrome and associated factors in medical students: A cross-sectional analytical study.

Although research on burnout syndrome in medical students has increased in recent years, results are inconsistent about which factors are associated with a high risk for burnout syndrome. The aim of this study was to assess the prevalence of high risk of burnout syndrome and to identify factors associated with burnout in medical students in preclinical and clinical training. A cross-sectional study was conducted at the University of Kragujevac, Serbia. The Maslach Burnout Inventory Student Survey and an epidemiological questionnaire on basic socio-demographic and academic characteristics were used. Statistical evaluation was performed through logistic regression analysis, using Odds Ratio (OR) and 95% Confidence Interval (CI). Among medical students, no statistically significant differences were found in the prevalence of high risk of burnout syndrome in preclinical (14.8%) and clinical grade (15.1%), p > 0.05. High risk for burnout syndrome in preclinical study years was independently associated with the female sex (adjusted OR = 0.41, 95%CI = 0.19-0.91, p = 0.028), and cigarette smoking (adjusted OR = 2.47, 95%CI = 1.05-5.78, p = 0.038). The high risk of burnout syndrome was associated with sedatives use (adjusted OR = 4.03, 95%CI = 1.27-12.73; p = 0.018) only in clinical years medical students. The frequency of alcohol consumption was correlated with the high risk of burnout syndrome in medical students in both preclinical and clinical training, but without statistical significance (both p for trend < 0.1). There was a significant prevalence of burnout among medical students, with some modifiable associated factors revealed.