Burnout académico como factor predictivo del riesgo suicida en estudiantes de enfermería

Ardiles-Irarrazabal, Rodrigo; Sandoval, Claudia Cortés; Orellana, Stacie Diamond; Leal, Camila Gutiérrez; Evanan, María Paucar; Valderrama, Kamila Toledo

doi:10.58807/indexenferm20224747

Cited by 3 publications

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“…Recent results also showed how academic burnout in engineering students correlated with other problems such as obsessive-compulsive disorders, depression, phobic anxiety, or paranoid ideation, to name just a few examples [18]. It has been empirically demonstrated that healthcare [17,[19][20][21] and teaching [22][23][24] professionals are the most affected by burnout syndrome. These are professions that require dedication, involvement, idealism, service to others, and a personality with a high degree of self-demand and a great tendency to get involved at work [25].…”

Section: Introductionmentioning

confidence: 99%

Academic Burnout, Personality, and Academic Variables in University Students

Cuevas-Caravaca,

Sánchez-Romero,

Antón-Ruiz

2024

EJIHPE

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This study examines academic burnout syndrome and its relation to personal and academic variables among university students in nursing and early childhood education programs in Spain. A total of 606 university students (primary education: 49.7%; nursing: 49.7%) of both sexes (71.5% female) with an average age of 20.68 years (SD = 1.65) participated. An ex post facto retrospective single-group design was planned. The instruments used were the Maslach Burnout Inventory-Student Survey (MBI-SS) and the NEO Five-Factor Inventory (NEO-FFI). Nursing students, who reported more study hours, less sleep, and lower grades, had higher academic burnout scores. Linear regression models were proposed to analyze the relationship between academic burnout, personality, and sociodemographic variables. Nursing students scored higher in emotional exhaustion and lower in cynicism, and they scored higher in neuroticism and openness. Furthermore, 16.1% of the variance in academic burnout was explained by personality variables as well as the degree studied, course year, and study hours. These findings suggest the importance of considering both academic and personality variables in understanding academic burnout in university students.

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Section: Introductionmentioning

confidence: 99%

Academic Burnout, Personality, and Academic Variables in University Students

Cuevas-Caravaca,

Sánchez-Romero,

Antón-Ruiz

2024

EJIHPE

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Examining the Relationship Between Academic Burnout and the University Student's Engagement: A Cross-Sectional Study on the Return to Face-to-Face Classes

Araoz

Valverde²,

Herrera³

et al. 2023

J. of Law and Sust. Develop.

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Objective: Academic burnout is considered a psychological condition that students present and is characterized by low motivation and a feeling of failure due to the inability to cope with academic stress or excessive academic demands. In this sense, the objective of the present investigation was to determine if academic burnout is related to the university student's engagement in the Peruvian Amazon to return to face-to-face classes. Method: The approach was quantitative, the design was non-experimental and the type was descriptive - correlational, cross-sectional. The sample consisted of 342 students who were administered the Maslach Burnout Inventory Student Survey and the UWES-S Scale, instruments with adequate levels of validity and reliability. Likewise, to identify the relationship between the study variables, Pearson correlation coefficient was used. Results: The preliminary results indicate that the students were characterized by presenting moderate levels of academic burnout and engagement. On the other hand, it was determined that the Pearson correlation coefficient between both variables was -0.722 (p<0.05). Significant correlations were also reported between academic burnout and the dimensions vigor (r= -0.701, p<0.05), dedication (r= -0.712, p<0.05) and absorption (r= -0.694, p<0.05). In the same way, significant correlations were found between student engagement and the dimensions emotional exhaustion (r= -0.711, p<0.05), cynicism (r= -0.700, p<0.05) and inefficacy (r= -0.687, p <0.05). On the other hand, the β coefficients indicate that academic burnout (β= 0.204), emotional exhaustion (β= 0.259), cynicism (β= 0.196) and inefficacy (β= 0.337) significantly predicted student engagement. Conclusions: It was concluded that there is an inverse and significant relationship between academic burnout and the university student's engagement in the Peruvian Amazon to return to face-to-face classes.

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¿Inteligencia emocional rasgo como factor amortiguador ante el agotamiento académico post-confinamiento pandémico?

Ardiles-Irarrázabal,

Pérez-Díaz,

Pérez-González

et al. 2024

Salud, Ciencia y Tecnología

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Introducción: Los estudiantes de enfermería son una población vulnerable a problemas de salud mental, especialmente, el síndrome de burnout. La inteligencia emocional rasgo aparece como factor protector ante estos riesgos. No se han descrito los efectos psicoemocionales del retorno a actividades académicas presenciales post-confinamiento por COVID-19. Objetivo: Describir la relación de la Inteligencia Emocional rasgo con el burnout académico en estudiantes de Enfermería luego del retorno a actividades académicas presenciales post-confinamiento en una universidad chilena.Métodos: Estudio cuantitativo-correlacional, transversal, no experimental, no probabilístico. Se aplicaron 213 encuestas para medir la inteligencia emocional rasgo y el burnout académico en el post-confinamiento. Se reportaron diferencias de medias por medio del análisis post-hoc con estadístico de Games Howell, y las correlaciones se realizaron con el coeficiente de Rho Spearman.Resultados: Se presentó un alto percentil en inteligencia emocional rasgo (58%) de la muestra, y una prevalencia leve de burnout académico (92,1%). Se observaron correlaciones estadísticamente significativas (p<0,000) entre varios factores. El factor Bienestar se presentó negativamente con dos dimensiones del burnout; mientras que el factor Emocionalidad se mostró como riesgo para el aumento del agotamiento emocional y despersonalización, pero asociado positivamente con realización personal.Conclusiones: Existe relación entre variables, dos factores de la inteligencia emocional rasgo se asociaron con burnout. Universidades y académicos deben actuar como promotores de inteligencia emocional en pos de reducir el burnout. Se requiere más investigación y cautela a la hora de concluir automáticamente que mayores niveles de inteligencia emocional son siempre mejores ante cualquier circunstancia.

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Burnout académico como factor predictivo del riesgo suicida en estudiantes de enfermería

Cited by 3 publications

References 0 publications

Academic Burnout, Personality, and Academic Variables in University Students

Academic Burnout, Personality, and Academic Variables in University Students

Examining the Relationship Between Academic Burnout and the University Student's Engagement: A Cross-Sectional Study on the Return to Face-to-Face Classes

¿Inteligencia emocional rasgo como factor amortiguador ante el agotamiento académico post-confinamiento pandémico?

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