The present study was conducted to investigate the relationship between psychological capital (PsyCap) and academic burnout in medical students in Iran.The relationship between PsyCap and academic burnout is not, however, clearly investigated in the clinical education.This analytical study was conducted on 172 medical students of a major medical university in Iran, selected through randomized stratified sampling. A demographic section together with PCQ-24 and Academic Burnout Inventory were used for data collection. Statistical analysis was performed with SPSS software.Mean academic burnout and PsyCap values were 45.79 and 95.70, respectively. A negative significant correlation were observed between them (r = 0.963, p < 0.001). Stepwise linear regression suggested the predictability of PsyCap by the components of academic burnout (p < 0.001).The results suggested a relationship between students' academic burnout and their PsyCap; in other words, their academic burnout can be controlled by enhancing their PsyCap. This will bear implications for educationists.
Key words: psychological capital, academic burnout, clinical majors, Iran
O r i g i n a l a r t i c l e
312Acta facultatis medicae Naissensis 2017;34(4): 311-319
I NT ROD U CT I ONAmong the missions of academic institutions, particularly those training medical and paramedical workforce, preparation of healthy, efficient and responsible graduates for future occupational undertakings stands out. Fulfilling these occupational expectations is their personal and social preparation, which may all start from the academic life as a university student (1). Exhaustion, cynicism and academic inefficiency are among factors impeding academic training and effective preparation of competent practitioners. The medical community currently requires empowerment of novice practitioners by enhancing their psychological assets throughout their education. Scholars believe in academic burnout, which is defined as lack of interest, low motivation, and exhaustion (2). Traditionally, burnout is also considered as a syndrome comprising three components: emotional exhaustion, depersonalization, and reduced personal accomplishment (3); other definitions characterize it as the exhaustion due to educational requirements, undesirable feelings, lowered interest in fulfilling one's tasks and a feeling of inefficiency (4). There is evidence that students suffering from burnout show the symptoms of lowered interest in studies, continuous lack of concentration on classroom assignments, minimized classroom participation, incapability in acquiring the intended knowledge and a feeling of deconceptualized learning (5).Academic burnout is generally considered to be the main cause of an array of behaviors such as unwillingness to do educational tasks; it is also likely to influence the relationship between teachers and students; therefore, the resultant discouragement from educational settings may predispose the victim to express incivility in due course (6), which is expected and predictable in case...