Relationship between burnout and engagement, with depression, anxiety and academic performance in university students

Caballero-Domínguez, Carmen Cecilia; Gutiérrez, Orlando González; Sañudo, Jorge Enrique Palacio

doi:10.14482/sun.31.1.5085

Cited by 21 publications

(19 citation statements)

References 15 publications

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“…Stress is one of the most studied psychosocial factors related to many aspects of life, such as work development (or job performance) (Burton et al, 2017), academic performance (Caballero et al, 2015), health and emotional well-being (Dhabhar, 2014;Klein et al, 2016;Reed et al, 2016), illness (Cohen et al, 2007), or adaptation to specific situations (Boswell et al, 2013;Banerjee and Chatterjee, 2016;Stuart et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

et al. 2020

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Stress negatively affects the well-being and the quality of life of the society. Specifically in the academic context, it is relevant to analyze its levels due to its impact on performance and learning. There are factors that affect the said stress including, among others, self-efficacy, and emotional intelligence. The purpose of this study is to analyze how emotional intelligence and perceived self-efficacy affect student stress. In order to show this influence, two complementary methodologies are implemented: the structural equation models (SEMs) and the comparative qualitative analysis (QCA). A total of 477 students (85% of women) from a private University of Valencia participated in the study, with ages ranging from 18 to 53 years old (M = 21.57, SD = 3.68). The assessment instruments used were as follows: Emotional Intelligence Scale (TMMS-24) to measure emotional intelligence; General Self-Efficacy Scale (GSS) to measure selfefficacy; and Perceived Stress Scale (PSS) to measure stress. The results in the SEM endorse the hypotheses that emotional clarity and self-efficacy are negatively related to stress and positively related to emotional attention (EA), explaining 25% of the variance. The QCA results show that none of the variables is a necessary condition for inducing stress. Nevertheless, different combinations of these variables are sufficient conditions to explain 35% of the high stress levels. The most important combination over high stress levels seems to be the interaction between high levels of EA and low levels of self-efficacy. Regarding the low levels of perceived stress, there are sufficient conditions to explain 50% of them. Mainly, the most important interaction is between low levels of self-efficacy and low levels of EA. The comparison of both methodologies enables the broadening of new horizons at the methodological level applicable to different contexts.

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Section: Introductionmentioning

confidence: 99%

I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

et al. 2020

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“…Esta agrupación es congruente con lo que se ha reportado en estudios previos donde las autopercepciones de competencia-incompetencia de los jóvenes influyen sobre su funcionamiento y determinan su nivel de estrés; es decir, cuando un universitario se percibe como incompetente también se encontrará muy estresado, en cambio si esta percepción cambia los niveles de estrés serán más bajos (Caballero, et al, 2015); razón por la cual este aspecto parece ser relevante para la experiencia de ser universitario.…”

Section: Discussionunclassified

“…De la misma forma, se han considerado modelos de estrés que explican la relación entre este y la baja dedicación, dificultades cotidianas, baja concentración y autopercepciones de incompetencia (Caballero, González y Palacio, 2015). Salanova, Martínez, Breso, Llorens y Grau (2005) también han reportado que el agotamiento emocional (burnout) es uno de los factores determinantes para que un alumno se mantenga y se desempeñe adecuadamente en la universidad.…”

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Escala de Experiencia Universitaria (EExU) || College Experience Scale (EExU)

Juárez

Silva

2017

R Est Inv Psico y Educ

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La experiencia de ser estudiante universitario (Experiencia Universitaria) ha sido poco estudiada hasta ahora. Sin embargo, la investigación en este campo puede proporcionarnos información valiosa acerca de la calidad de vida académica, el bienestar o el estrés en esta población. Existe una falta de instrumentos psicológicos que exploren este constructo teórico. El objetivo de este trabajo fue desarrollar y validar una escala para medir las Experiencias Universitarias, por tal razón se invitó a participar a 314 estudiantes universitarios de diferentes carreras, con promedio de edad de 20 años, para la validación de la escala. Se obtuvo una escala con validez aceptable, teniendo en cuenta que es una primera herramienta para medir el constructo estudiado. La escala tiene una estructura de cuatro factores: satisfacción con la experiencia, percepción de apoyo, percepción de la experiencia y ajuste al estilo de vida. Estos factores explican el 43.1% de la varianza. La agrupación en los factores del Instrumento de Experiencia Universitaria corrobora lo referido en la literatura y al ser este el primer instrumento que evalúa este constructo contamos con poca información sobre otros referentes similares. Sin embargo, para futuros estudios se buscará comprobar el comportamiento de la escala en diferentes grupos de estudiantes y analizar sus propiedades en su asociación con otras variables psicológicas que atañen a los estudiantes universitarios y su salud.

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“…Studies show that college students experience substantial levels of burnout (Frajerman et al, 2019;Jacobs & Dodd, 2003;Leupold et al, 2019;Pisarik, 2009). As it occurs with professionals, it is observed that students, who began their studies with enthusiasm, subsequently came to express a sense of disappointment, lack of energy, fatigue, feeling of emptiness or failure, low self-esteem, lack of concentration, and desire to leave their studies (Caballero-Domínguez, Gutiérrez, & Palacio Sañudo, 2015).…”

Section: Academic Burnoutmentioning

confidence: 99%

Academic Flow And Burnout In College Students: An Eight-Month Longitudinal Study

Ljubin-Golub¹,

Rijavec²

2019

The European Proceedings of Social and Behavioural Sciences

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Academic burnout has serious negative consequences for both physical and mental health of college students. Therefore, studies trying to find the protective factors are beginning to emerge. The main research question was to assess whether flow experienced in different domains of students' life can be a protective factor of their academic burnout. Since longitudinal studies that would determine whether flow experienced in different activities prevents academic burnout are lacking, the aim of this study was to assess whether flow in academic and leisure activities predict longitudinal changes in students' academic burnout and to what extent. Using a two-wave cross-lagged panel design, the current study examined academic flow, flow in leisure activities and academic burnout in 160 first year students of University of Zagreb. Burnout and flow were assessed in two time waves: one month after beginning of the academic year, and then after 8 months, at the end of the academic year. Structural equation modeling was employed to test a series of competing models. Direct model with a path from flow in academic activities and leisure at the beginning of the academic year to burnout at the end of the academic year provided acceptable model fit. Academic flow was related to less, and flow in leisure activities to more subsequent academic burnout. The study suggests that enhancing flow experiences in academic activities may be relevant for reducing students' burnout. At the same time, results suggest that many leisure activities, although flow inducing, may be counterproductive for preventing students' burnout.

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Relationship between burnout and engagement, with depression, anxiety and academic performance in university students

Cited by 21 publications

References 15 publications

I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

Escala de Experiencia Universitaria (EExU) || College Experience Scale (EExU)

Academic Flow And Burnout In College Students: An Eight-Month Longitudinal Study

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