Assessment of burnout among students. Validation of the Hungarian version of the Maslach Burnout Inventory-Student Version (MBI-SS)

Hazag, Anikó; János, Major; Ádám, Szilvia

doi:10.1556/mental.11.2010.2.4

Cited by 21 publications

(10 citation statements)

References 36 publications

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“…The self-completing questionnaire consists of 15 questions arranged around three factors: emotional exhaustion (5 items), cynicism (4 items) and reduced academic efficacy (6 items). The items concern how burdensome the students feel university studies to be, and how often and how intensely they have experienced certain conditions over the last three months [ 38 ]. Respondents marked their answers on a 0–6 Likert scale, and the scores were analysed by dividing them into the bands recommended by international standards and Hungarian validation [ 38 ].…”

Section: Methodsmentioning

confidence: 99%

“…The items concern how burdensome the students feel university studies to be, and how often and how intensely they have experienced certain conditions over the last three months [ 38 ]. Respondents marked their answers on a 0–6 Likert scale, and the scores were analysed by dividing them into the bands recommended by international standards and Hungarian validation [ 38 ]. Cronbach-alpha was 0.804 for emotional exhaustion, 0.852 for cynicism and 0.815 for reduced academic efficacy.…”

Section: Methodsmentioning

confidence: 99%

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Career motivation and burnout among medical students in Hungary - could altruism be a protection factor?

2016

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BackgroundBurnout is a major issue among medical students. Its general characteristics are loss of interest in study and lack of motivation. A study of the phenomenon must extend beyond the university environment and personality factors to consider whether career choice has a role in the occurrence of burnout.MethodsQuantitative, national survey (n = 733) among medical students, using a 12-item career motivation list compiled from published research results and a pilot study. We measured burnout by the validated Hungarian version of MBI-SS.ResultsThe most significant career choice factor was altruistic motivation, followed by extrinsic motivations: gaining a degree, finding a job, accessing career opportunities. Lack of altruism was found to be a major risk factor, in addition to the traditional risk factors, for cynicism and reduced academic efficacy. Our study confirmed the influence of gender differences on both career choice motivations and burnout.ConclusionThe structure of career motivation is a major issue in the transformation of the medical profession. Since altruism is a prominent motivation for many women studying medicine, their entry into the profession in increasing numbers may reinforce its traditional character and act against the present trend of deprofessionalization.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Career motivation and burnout among medical students in Hungary - could altruism be a protection factor?

2016

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“…The items concern how burdensome students feel university studies to be, and how often and how intensely they have experienced certain conditions. 29 According to Maslach and Jackson, individuals presenting with emotional exhaustion and cynicism values above the 66 th percentile and professional efficacy results below the 33 rd percentile of the sample they are considered to have burnout syndrome.…”

Section: Burnoutmentioning

confidence: 99%

Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout

et al. 2016

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RESUMOIntrodução: A transição do ensino secundário para o ensino superior é um desafio para o estudante de medicina. Gerir o tempo de estudo e promover as competências de autorregulação da aprendizagem torna-se fundamental para lidar com o exponencial do conhecimento na educação médica. Este estudo pretende avaliar as competências de autorregulação da aprendizagem e o tempo de estudo na transição do secundário para o ensino superior, e explorar o seu efeito no burnout académico no primeiro ano do curso de medicina. Material e Métodos: Foram recolhidos dados de 102 (43%) estudantes do primeiro ano do curso de medicina acerca das competên-cias de autorregulação da aprendizagem, desempenho académico e tempo de estudo/semana no início do ano letivo (relativos ao último ano do secundário) e no final do mesmo (relativos ao primeiro ano do curso) -nesta fase foi também avaliado o burnout. Resultados: A exposição ao burnout ocorreu em 12% dos estudantes. A aprendizagem auto-direcionada no ensino secundário e superior e adoção de estratégias de aprendizagem e de avaliação no ensino superior apresentaram efeito protetor de burnout. Contudo, a aprendizagem auto-direcionada no ensino secundário teve efeito indireto no burnout académico através da aprendizagem autodirecionada no ensino superior. Conclusão: Os estudantes de medicina experienciam problemas de saúde no primeiro ano do curso. Capacitá-los a desenvolver estratégias de aprendizagem e de avaliação e direcionarem autonomamente as suas aprendizagens terá impacto no seu bem-estar. Não é o desempenho académico que influencia o burnout mas o tempo de estudo. Palavras-chave: Aprendizagem; Autocontrolo; Educação Médica Pré-Graduada; Escolaridade; Estudantes de Medicina/psicologia; Motivação; Portugal. ABSTRACT Introduction:The transition from secondary to higher education is a challenging and demanding period for medical students. The ability to manage study time effectively and to be a self-regulated learner is essential to cope with the exponential growth of knowledge in medical education. Thus, the purpose of our study was to measure self-regulated learning skills and self-study across secondaryhigher education transition and to explore its effect on academic burnout in the first year of medical school. Material and Methods:We collected data from 102 (43%) freshman medical students on self-regulated learning, academic achievement, and hours of self-study/week relative to last year of secondary school (at the beginning of academic year) and the first year of medical school (at the end of academic year). Burnout data was collected at the end of academic year.Results: Among the 102 participants, 12% were at risk of burnout. Self-directedness at secondary school and higher education, and strategies for learning and assessment at higher education were protective factors against academic burnout. However, secondary selfdirectedness has an indirect effect on academic burnout mediated by self-directedness in the first year of medical school. In addition, self-study during clas...

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“…The questionnaire is a 7-point Likert scale with 15 items (0-6), whose three subscales can be grouped separately (emotional exhaustion; depersonalization; personal accomplishment). Based on the current literature three categories were formed during data procession for the level of burn out: low, moderate and high (74). Thus the cut-off points were 7-14 points for moderate Emotional Exhaustion, 5-10 points for moderate Depersonalization and 1-17 points for moderate Personal Accomplishment (74).…”

Section: Features Of Psychometric Scalesmentioning

confidence: 99%

“…Based on the current literature three categories were formed during data procession for the level of burn out: low, moderate and high (74). Thus the cut-off points were 7-14 points for moderate Emotional Exhaustion, 5-10 points for moderate Depersonalization and 1-17 points for moderate Personal Accomplishment (74). The con dence interval of the entire MBI-SS scale (Cronbachalpha) was 0.89 in our study, and the various subscales were characterized by the following values: emotional exhaustion: 0.84; depersonalization: 0.86; personal accomplishment: 0.83.…”

Section: Features Of Psychometric Scalesmentioning

confidence: 99%

Burn-out and mental health of minority medical students in Hungarian medical education.

Szél¹,

Győrffy²

2020

Preprint

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Background Previous researches suggested that minority students are more exposed to discrimination and mistreatment at university, therefore may have higher risk of mental and physical health problems. Methods An online questionnaire was conducted among medical students of the 4 Hungarian medical universities (N=530). The survey contained questions about general demographic data, health behavior, burnout, mental and physical health issues and discrimination. Results 29.6% of students self-identified as minority. High level burnout was indicated by 48.1% of respondents, while another 27.0% showed moderate level. High level burn-out was associated with minority status (84.6% vs. 71.0%; p<0.001), discrimination (83.0% vs. 68.5%, p< 0.001), lower level of social support (89.0% vs 69.0%, p<0.001) and higher levels of perceived stress (57.1% vs. 95.4%) in the chi-squared test. Higher scores on trait (B = 0.123; p<0.001) and state anxiety (B = 0.082; p<0.001) subscales of STAI and lower score of resilience (B= -0.168; p<0.001) were significantly associated with higher level of burnout in the univariate model. In our final analysis, perceived stress, resilience, minority identity and experienced discrimination remained significant. Conclusions Belonging to a minority community might need to be considered an essential factor leading to burnout in Hungarian medical students. Our research suggests that minority medical students have poorer mental health and higher risk for burnout.

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Assessment of burnout among students. Validation of the Hungarian version of the Maslach Burnout Inventory-Student Version (MBI-SS)

Cited by 21 publications

References 36 publications

Career motivation and burnout among medical students in Hungary - could altruism be a protection factor?

Career motivation and burnout among medical students in Hungary - could altruism be a protection factor?

Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout

Burn-out and mental health of minority medical students in Hungarian medical education.

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