Academic Performance is Not a Viable Determinant of Physical Therapy Students' Burnout

Balogun, Joseph A.; Hoeberlein-Miller, Teresa M.; Schneider, Estelle; Katz, Joanne

doi:10.2466/pms.1996.83.1.21

Cited by 61 publications

(58 citation statements)

References 2 publications

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“…In previous adaptations of the original MBI, instructors was substituted for recipients (e.g., Balogun et al, 1996;Gold & Michael, 1985), which is problematic because it might change the meaning of the particular items involved. However, because the MBI-GS is a more generic instrument that measures burnout without referring to other people, such inherent problems of rewording are avoided.…”

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confidence: 99%

Burnout and Engagement in University Students

Schaufeli

Martínez

Pinto³

et al. 2002

Journal of Cross-Cultural Psychology

2,373

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This study examines burnout and engagement-the hypothesized opposite of burnout-in university students from Spain (n = 623), Portugal (n = 727), and the Netherlands (n = 311). Confirmatory factor analyses showed that the expected three-factor structures of the adapted versions of the Maslach Burnout Inventory (MBI) for students (including Exhaustion, Cynicism, and Reduced Efficacy) and the Utrecht Work Engagement Scale (UWES) for students (including Vigor, Dedication, and Absorption) fitted to the data of each sample. However, a rigorous test revealed that most factor loadings of the MBI were not invariant across all samples. Results with the UWES were slightly better, indicating invariance of factor loadings of Absorption in all samples and of Vigor in two of the three samples. Furthermore, as hypothesized, the burnout and engagement subscales were negatively correlated. Finally, irrespective of country, Efficacy and Vigor were positively related to academic performance, that is, the number of passed exams relative to the total number of exams in the previous term.

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confidence: 99%

Burnout and Engagement in University Students

Schaufeli

Martínez

Pinto³

et al. 2002

Journal of Cross-Cultural Psychology

2,373

2,117

View full text Add to dashboard Cite

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“…Fora das profissões de ajuda, a exaustão emocional passou a ser designada simplesmente por exaustão, a despersonalização passou a chamar-se cinismo e a realização pessoal transformou-se em eficácia profissional. O conceito de burnout tem também sido aplicado a pessoas envolvidas em actividades que, não sendo profissões propriamente ditas, partilham com elas alguns pontos comuns, como é o caso de mães a tempo inteiro (Pelsma, Roland, Tollefson, & Wigington, 1989) e de estudantes (Balogun, Helgemoe, Pellegrini, & Hoeberlein, 1996;Koeske & Koeske,1991;McCarthy, Pretty, & Catano, 1990;Schaufeli, Martinez, Marques Pinto, Salanova, & Bakker, 2002).…”

Section: Introductionunclassified

“…Essa adaptação foi feita por Schaufeli, Martinez, Marques Pinto, Salanova, e Bakker (2002), a partir de trabalhos anteriores (Balogun et al, 1996;Gold & Michael, 1985) tendo por base o MBI-GS. Recebendo o nome de Maslach Burnout Inventory -Student Survey (MBI-SS), a escala ficou constituída por 15 itens, tendo a dimensão despersonalização/ /cinismo passado a ser designada por Descrença .…”

Section: Introductionunclassified

O Burnout como factor hierárquico de 2ª ordem da Escala de Burnout de Maslach

Marôco

Tecedeiro

Martins

et al. 2012

Análise Psicológica

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As qualidades psicométricas da escala de burnout de Maslach para estudantes (Maslach Burnout Inventory – Student Survey: MBI-SS) de Schaufeli et al. (2002) foram avaliadas numa amostra por conveniência de 300 estudantes universitários. A estrutura tri-factorial (Descrença, Exaustão e Eficácia Profissional) proposta pelos autores da MBI-SS apresentou reduzida validade factorial e consistência interna aceitável (αestratificado=0.79) na amostra sob estudo. Atendendo às correlações significativas entre os 3 factores da MBI-SS, à assimetria dos itens, e à qualidade do modelo de medida, procedeu-se ao refinamento da escala para uma estrutura factorial onde os 3 factores originais definem um factor de 2ª ordem, denominado “burnout”. A MBI-SS modificada apresentou elevada validade factorial e elevada consistência interna (αestratificado0.83).

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“…However, no studies were found in the literature that investigated the relationship between academic burnout and the classroom assessment environment. Since academic burnout brings about numerous negative characteristics such as depression (Capri & Yedigoz Sonmez, 2013), lack of motivation, increased tendency to absenteeism, dropout (Meier & Schmeck, 1985;Yang, 2004), and low academic achievement (Balkis, 2013;Balogun, Hoeberlein, Schneider & Katz, 1996), identifying the assessment practices that work in favor of, as well as those that work against, academic burnout is of great importance -both for the students' health and for the functioning of the education system (Aypay & Eryilmaz, 2011). By examining the relationship between academic burnout and the classroom assessment environment, it might be possible to determine what kind of an assessment environment should be established in order to decrease students' experience of academic burnout.…”

Section: Relationship Between Academic Burnout and The Classroom Assementioning

confidence: 99%

An Analysis of the Relationship between Academic Burnout and Classroom Assessment Environment

İlhan

Çetin

2014

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KeywordsIn this study, we aimed to examine the relationship between academic burnout and the classroom assessment environment. A causal-comparative model was employed in this study, which was carried out with 496 high school students in the provinces of Batman and Diyarbakir in Turkey in the spring of 2013-2014. The Maslach Burnout Inventory-Student Form (MBI-SF), which was developed by Schaufeli et al. (2002) and adapted into Turkish by Capri, Gunduz and Gokcakan (2011), was employed in the study to measure the students' levels of academic burnout. Then, in order to determine the students' perceptions of the classroom assessment environment, the Classroom Assessment Environment Scale (CAES), which was developed by the researchers of this study, was used. Cluster analysis was performed with the purpose of grouping students who have similar perceptions of the classroom assessment environment. This analysis produced three separate clusters. Then, analysis of variance was performed in order to determine whether the students' levels of academic burnout differed by the groups that had emerged out of the cluster analysis. The findings demonstrated that the students' levels of academic burnout differed significantly in accordance with their perceptions of the classroom assessment environment. Therefore, it could be suggested that the students' perceptions of the classroom assessment environment constitute a significant variable for the prediction of their levels of academic burnout. Academic burnoutClassroom assessment environment Cluster analysisArticle Info

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Academic Performance is Not a Viable Determinant of Physical Therapy Students' Burnout

Abstract: This study investigated the proposed link between students' academic performance and burnout. We found no significant correlations between students' cumulative grade point average and ratings of emotional exhaustion, depersonalization, and personal accomplishment.

Cited by 61 publications

References 2 publications

Burnout and Engagement in University Students

Burnout and Engagement in University Students

O Burnout como factor hierárquico de 2ª ordem da Escala de Burnout de Maslach

An Analysis of the Relationship between Academic Burnout and Classroom Assessment Environment

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