[ARTIGO RETRATADO]Características psicométricas do Maslach Burnout Inventory - Student Survey (MBI-SS) em estudantes universitários Brasileiros

Abstract

Resumo O Invent•rio de Burnout de Maslach (MBI-SS) foi projetado para avaliar a sÌndrome de burnout em estudantes. Este artigo analisa as caracterÌsticas psicomÈtricas (fidedignidade e validade de construto) do MBI-SS em uma amostra de 514 estudantes. A an•lise fatorial identificou trÍs fatores correlatos ‡s trÍs dimensıes originalmente identificadas no invent•rio: exaust"o emocional, efic•cia profissional e descrenÁa, indicando que a soluÁ"o trifatorial È a mais adequada, tanto estatÌstica quanto semanticamente. Os fatores exaust"o emocional e efic•cia profissional alcanÁaram um nÌvel satisfatÛrio de consistÍncia interna (0,81 e 0,74, respectivamente). J• o fator 3 (descrenÁa) apresenta Ìndice de consistÍncia interna em nÌvel moderado (0,59). Com base nos resultados encontrados, considera-se que o MBI-SS È uma escala v•lida e fidedigna, apresentando os requisitos necess•rios quanto a consistÍncia interna e validade fatorial para ser amplamente utilizada na avaliaÁ"o da sÌndrome de burnout em estudantes universit•rios. Palavras-chave: Burnout; Invent•rio de Burnout de Maslach (MBI); Validade de construto; CaracterÌsticas psicomÈtricas. Psychometric characteristics of the Maslach Burnout Inventory (MBI-SS) in Brazilian college students Abstract The Maslach Burnout Inventory (MBI-SS) was projected to estimate the burnout syndrome in students. This article analyzes the MBI-SS psicometric characteristics (trustworthiness and construct validity) in a sample of 514 students. The factorial analysis identified three correlated variables to the three dimensions originally identificated in the inventory: emotional exhaustion, professional efectiveness and disbelief, an indication that the trifactorial solution is the more statistically and semantically fit. The variables emotional exhaustion and professional efectiveness reached a satisfactory level of internal consistency (0,81 and 0,74, respectively). Though, the third variable (disbelief) presents a moderated internal consistency index (0,59). According to the results, we consider that the MBI-SS is a valid and trsustworthy scale, presenting the needed requirements in terms of internal consistency and factorial validity in order to be widely used in the burnout syndrome evaluation for university students.

Oldenburg Burnout Inventory - student version: cultural adaptation and validation into Portuguese

“…Demerouti et al (2003) and Halbes-leben and Demerouti (2005) found a high correlation between the dimensions Exhaustion and Disengagement/ Cynicism from OLBI and MBI-GS, pointing to OLBI's high concurrent validity. Because it is a research with students, the concurrent validity of OLBI-S was measured before with the student version of the MBI (MBI-SS; previously validated for the population of Portugal and Brazil by our research team Campos et al, 2011;Carlotto & Câmara, 2006;Marôco et al, 2008) and moderate correlations can be noted between the dimensions of the instruments (Table 5) indicating that they are part of the same conceptual model. In addition, the low convergent validity observed may indicate that the scale is not measuring the intended concept (Hair et al, 2005), in other words, items that should be reflective of a factor are not heavily saturating in this factor (Marôco, 2010) When the refined model is implemented separately for the Brazilian and Portuguese sample there is an absence of cross-cultural equivalence, which reflects mainly the differences found between the factor weights of each item of the instrument in the different samples ( Figure 2).…”

“…More recently, higher education students have been identified in the literature as a vulnerable group for the development of Burnout (Balogun, Helgemoe, Pellegrini, & Hoeberlein, 1995;Marôco & Tecedeiro, 2009;Marôco, Tecedeiro, Martins, & Meireles, 2008;Martinez, Pinto, & Silva, 2000;Schaufeli, Martinez, Pinto, Salanova, & Bakker, 2002) due to socio-economic pressures, concerns about their professional future, relationships with peers and teachers, tests and papers to which they are constantly exposed, and therefore constitute a risk population to be studied. Carlotto and Câmara (2006), Dyrbye et al (2010), Martinez et al (2000) and Salanova, Schaufeli, Martinez, and Breso (2010) and emphasize that early detection of symptomatic significant levels of burnout can be an indicator of potential problems, in both school and professional contexts, enabling preventive interventions. Marôco and Tecedeiro (2009) also indicate that the occurrence of Burnout can seriously limit students psychosocial wellbeing and the academic performance.…”

“…The only instrument proposed in the literature to assess the syndrome in students is the Maslach Burnout InventoryStudent Survey (MBI-SS; Schaufeli et al, 2002) whose psychometric properties have been evaluated and their stability attested in several studies, including university students in Portugal (Marôco & Tecedeiro, 2009;Schaufeli et al, 2002) and Brazil (Carlotto & Câmara, 2006). However, this scale has been the target of criticism leading several authors to propose alternative assessment tools (Demerouti, Bakker, Vardakou, & Kantas, 2003;Kristensen, Borritz, Villadsen, & Christensen, 2005).…”

Impact of nursing students’ profile on burnout syndrome and hardiness personality

“…Data were gathered through self-report tools, as follows: biosocial and academic characterization form; Maslach Burnout Inventory-Student Survey (MBI-SS); [20] and Hardiness Scale. [21] The biosocial and academic characteristics gathered were: birthdate; number of children; time spent to get in college; number of disciplines and academic load taken in semester; daily study time; gender; marital status; persons who students live with; sports practice; leisure activities; institution and semester that students are enrolled in; attendance of research/study groups; scientific scholarship; professional experience in health field; other degrees; interest in dropping the course; and work activity.…”

“…The MBI-SS, translated and adapted to Brazilian context, [20] assesses the Burnout Syndrome occurrence in college students. It is comprised for three subscales: emotional exhaustion, cynicism, and professional efficacy [20] in which 15 items are arranged, as follows: emotional exhaustion-1, 4, 6, 8, and 12; cynicism-2, 9, 10, and 14; and professional efficacy-3, 5, 7, 11, 13, and 15.…”