Psychometric Properties of Maslach Burnout Inventory-EFL (MBI-EFL) among Foreign Language Students of Pakistan 

Abstract

Students participate in and manage structured activities like attending classes, doing projects by the deadline, and taking tests. The goal-oriented nature of these activities might make students anxious, stressed, and exhausted, demanding the use of coping mechanisms on their behalf to maintain their learning thus, experiencing academic burnout. Particularly in Pakistan, where students' admittance to institutions or prospects are determined by intensely competitive, high-stakes exams This study was intended to explore the psychometric properties of the modified 10- item Maslach Burnout Inventory-EFL Student survey among (N = 1750) foreign language students of Pakistan. A cross-sectional validation survey design was used in the current study. A modified version of the Maslach Burnout Inventory-Student Survey (MBI-SS) was designed and assessed in 1718 Pakistani students in China. Based on the findings of several reliability and validity tests, a final 10-item Maslach Burnout Inventory-EFL Student Survey was created to meet the context of learning English as a foreign language (EFL). CFA extracted three factors comprising Reduced Efficacy, Cynicism, and Exhaustion, demonstrating the MBI-original SS's tri-factorial structure's invariance. The Cronbach's alphas for Exhaustion, Cynicism, and Reduced Efficacy were 0.78, 0.82, and 0.86, respectively, demonstrating good internal consistency reliability for the subscales. Pearson coefficients between 10 items and the scale varied from 0.55–0.81. An acceptable model fit (χ2 = 345.23, RMSEA = 0.05, TLI = 0.92, GFI = 0.93, SRMR = 0.03) was achieved. Thus, results demonstrate adequate validity and reliability of MBI-EFL student survey for measuring burnout among English as a foreign language student.