The main objective of this study was to estimate the psychometric properties of the Emotional Fatigue Scale (ECE) in a sample of 1308 Chilean university students and confirm the unifactorial structure of the scale. Exploratory and confirmatory factor analyses were carried out. The ECE assessment had an internal consistency of 0.893 (Cronbach’s Alpha). An exploratory factor analysis with Varimax rotation and a confirmatory analysis were performed, obtaining the factor that explains 52.3% of the variance. The results indicated that the ECE has adequate psychometric properties for use with higher education students in Chile. The ECE scale has good psychometric properties to be applied in the Chilean university context. Its usage may be very relevant to contribute to higher education institutions to emphasize students’ mental health and prevent possible severe pathologies in future professionals. It is suggested to use the ECE scale together with the EES-Int, which is the only interpretation table for this instrument.
A raíz de la pandemia, los estudiantes chilenos tuvieron que cambiar de la instrucción presencial a la instrucción en línea para disminuir la propagación del Covid-19. Ante este escenario, es esperado algún grado de afección emocional en ellos. El objetivo de esta investigación fue identificar y analizar publicaciones cuya temática abordase la salud mental en confinamiento de estudiantes chilenos durante el año 2020. El análisis fue documental mixto, con un diseño descriptivo por medio de búsqueda de palabras clave que permitieron identificar temáticas de análisis. El procedimiento para realizar la revisión tuvo tres etapas: (i) identificación de las publicaciones, (ii) selección y (iii) elegibilidad. Debido a que se trata de una temática joven y específica, se realizó la búsqueda vía motor Scholar Google para ampliar los resultados. Se encontró un registro de 16 artículos bajo las temáticas salud mental y estudiantes chilenos en el motor de búsqueda. A través de la matriz de análisis usando los criterios de inclusión, se descartaron 12 artículos, quedando cuatro estudios para la revisión. Al analizar los textos seleccionados de manera íntegra, se mantuvo el mismo número de artículos. Se concluye que faltan investigaciones a nivel nacional de los efectos a la salud mental en los estudiantes en general. Si bien los artículos revisados representan un aporte dado que problematizan y ponen énfasis en las problemáticas vividas por estudiantes, se requiere de estudios descriptivos. Se espera que pasado un año de confinamiento por pandemia se pueda encontrar mayores estudios que permitan conocer el fenómeno en detalle.
Introduction: emotional exhaustion among trainee teachers is a relevant topic since it could have repercussions regarding the lives of their future pupils. Our objective was to determine the degree of trainee teachers’ emotional exhaustion and associated variables during the COVID-19 pandemic. Methods: the design was cross-sectional and descriptive. Questionnaires with sociodemographic variables, perceptions of mental health, and the Emotional Exhaustion Scale (ECE) (α = 0.890; ω = 0.893) validated for the Chilean context were answered by 204 trainee teachers. The results were analyzed using SPSS software version 25 and the Emotional Exhaustion Interpretation Table (EES-Int). Results: the results show that 92.2% of the trainee teachers presented a worsening in their mental health, stress (66.2%), irritability (38.2%), anxiety (37.7%), and depressive symptoms (32.8%). Online classes (73.04%) and the pandemic (67.6%) were the main influencing factors. Education students who perceived their mental health had worsened became 6.63 times more likely to develop emotional exhaustion [AOR = 6.63; 95% CI: 1.78, 24.69]. In addition, education students with a high perception of academic stress were 7.45 more likely to develop emotional exhaustion [AOR = 7.45; 95% CI: 1.98, 28.09]. Conclusion: we can conclude that trainee teachers have high levels of emotional exhaustion and their perception of their mental health and the academic stress they are being subjected to during the COVID-19 pandemic may lead them to present symptoms of frequent or permanent problems with concentration, attention, recall of information, dissatisfaction with their performance, and frequent learning difficulties. From the affective dimension, they present frequent or permanent anxiety, restlessness, irritability, indifference, low mood, and psychomatization. From the socio-interactional dimension, they present frequent or permanent social withdrawal, interpersonal problems, problems at work or school, and family and relationship problems. Increasing the sample to delve into emotional exhaustion by subject area is necessary. For future studies, research should be conducted on the causes of emotional exhaustion by subject area and the coping strategies of trainee teachers to understand differences and provide input on emotional support in practice.
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