Cultural validation of the Maslach Burnout Inventory for Korean students

Abstract

The purpose of this study was to examine the factorial validity of the MBI-SS in Korean students. Specifically, we investigated whether the original three-factor structure of the MBI-SS was appropriate for use with Korean students. In addition, by running multi-group structural equation model analyses with factorial invariance tests simultaneously for both genders (i.e., males and females) and academic settings (i.e., middle school and high school), we tested whether the factor loading and correlations between factors can be similarly interpreted across the different groups. Results indicated that the MBI-SS is a valid instrument to measure academic burnout of Korean students. Furthermore, results presented the possibility that the MBI-SS could be used regardless of cultural background. Implications for future research and practice and limitations are discussed.

Longitudinal Analysis of Academic Burnout in Korean Middle School Students

“…The Korean version of the MBI‐SS (Shin, Puig, Lee, Lee, & Lee, ) was used to assess students' level of academic burnout. The MBI‐SS scale contains three dimensions: emotional exhaustion (five items), cynicism (four items) and academic efficacy (six items).…”

Role of motivation in the relation between perfectionism and academic burnout in Korean students

“…The Korean version of the MBI-SS (Shin et al, 2011) was used in order to assess the participants' academic burnout levels. The MBI-SS consists of 3 dimensions of academic burnout: emotional exhaustion (EE), cynicism (CY) and academic inefficacy (AI).…”

“…Responses to each item are given on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). According to Shin et al (2011), Cronbach's alphas for the MBI-SS are .86 for emotional exhaustion, .82 for cynicism and .82 for academic inefficacy. In this study, Cronbach's alphas were .88, .83, .81 and .88 for exhaustion, cynicism, academic inefficacy, and total items respectively.…”

“…Academic burnout consists of emotional exhaustion, cynicism, and academic inefficacy that are experienced by students in academic settings due to chronic stress (Schaufeli, Martez, Marques-Pinto, Salanova, & Bakker, 2002). Emotional exhaustion refers to the depletion of energy due to academic demands; cynicism indicates apathetic and disinterested attitude toward given tasks; and inefficacy implies being incapable of producing desirable academic achievements (Shin, Puig, Lee, Lee, & Lee, 2011).…”

Constructing the Japanese version of the Maslach Burnout Inventory–Student Survey: Confirmatory factor analysis

“…Like the MBI‐GS, the MBI‐SS comprises the factors exhaustion, cynicism, and inefficacy. Its three factor validity has been confirmed in Spain, Portugal, the Netherlands (Schaufeli et al ., ), China (Hu & Schaufeli, ), and South Korea (Shin et al ., ). However, this scale has yet to be utilized and validated among Japanese university students.…”