Student Heavy Work Investment, Burnout, and Their Antecedents: The Case of Serbia

Ivančević, Sonja; Ivanović, Tatjana; Maričić, Milica; Čudanov, Mladen

doi:10.24818/ea/2020/s14/1182

Cited by 11 publications

(12 citation statements)

References 41 publications

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“…In this regard, although efforts have been made to train teachers through online learning platforms, and work-family reconciliation has been [5], this modal change implied a series of challenges when developed in a hostile, complex and unprecedented context [6]. Therefore, it is necessary to develop sustainable work environments and policies, which provide well-being to teachers in different aspects (social, emotional, physical), which would be reflected not only in the improvement of their productivity-even in extreme situations, as is the case of job development during the COVID-19 pandemic [7][8][9]; it would also help to prevent pathologies associated with the teaching function, such as burnout due to prolonged exposures of stress, factors and individual characteristics [10], such as age and years of experience [11,12], gender of teachers [13,14] and poorly or unsustainable working conditions [15].…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Burnout during COVID-19 Pandemic in Spain: Trait Emotional Intelligence and Socioemotional Competencies

et al. 2021

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The aim of this research is to recognize the burnout levels in a group of high school teachers that exercised their profession during the COVID-19 pandemic, looking forward to examining the correlation between burnout levels, trait emotional intelligence and socioemotional competencies (Autonomy, Regulation, Prosocial Behaviour and Empathy). The study counted with a sample of 430 high school teachers from multiple regions of Spain. The participants’ age was between 25 and 60, and the gender distribution was 53.72% for men and 46.28% for women. We used the Spanish version of the Maslach Burnout Inventory (MBI), the Trait Meta-Mood Scale (TMMS-24) and the Socioemotional Competences Scale (SCS). The main results indicated that teachers showed high levels of burnout dimensions, with women being the most affected, reaching higher levels in comparison to men. It was also observed that the older and more experienced professionals showed lower levels of burnout. Finally, statistically significant negative relations were found between emotional intelligence and burnout levels, as well as their association with the teacher’s socioemotional competencies. The analysis argues the possible consequences of stress during the pandemic and, correspondingly, the need for promoting protective approaches that embrace emotional intelligence and socioemotional competencies.

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Section: Introductionmentioning

confidence: 99%

“…According to the consequences that have been observed in different contexts in terms of high stress in workers because of the COVID-19 pandemic [7][8][9], it is proposed to analyse the levels of burnout in a sample of secondary school teachers. Based on these findings, the following hypothesis is proposed:…”

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confidence: 99%

Teachers’ Burnout during COVID-19 Pandemic in Spain: Trait Emotional Intelligence and Socioemotional Competencies

et al. 2021

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“…In Serbia, burnout was examined among recruiters in human resource services of different companies [ 44 ], students of the University of Belgrade [ 45 , 46 , 47 ], special education professionals [ 48 , 49 ], social workers [ 50 ], pharmacists [ 51 ], professionals in the pharmaceutical manufacturing industry and marketing [ 52 , 53 ], underground coal miners [ 54 ], formal caregivers of children with cerebral palsy [ 55 ], workers in the food industry [ 56 ], and the most common among healthcare professionals [ 57 , 58 , 59 , 60 ]. The majority of these studies examined burnout using the Maslach Burnout Inventory.…”

Section: Introductionmentioning

confidence: 99%

The Validity and Reliability of the Copenhagen Burnout Inventory for Examination of Burnout among Preschool Teachers in Serbia

Piperac

Todorović

Terzić-Šupić

et al. 2021

IJERPH

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Introduction: Burnout syndrome is being increasingly recognized as a factor that affects the health status and is being examined among different professional groups. Consequently, there is a need for a reliable and valid instrument for its examination. Teachers are emerging as a professional group of interest in the area of burnout research, so the aim of this study was to assess the validity and reliability of the Serbian version of Copenhagen burnout inventory among teachers at preschool institutions in Serbia. Materials and Methods: This research was conducted as a cross-sectional study between October 2018 and April 2019 on a nationally representative sample of preschool teachers in Serbia. The internal consistency of the scale was assessed using Cronbach’s alpha, and the construct validity was examined using exploratory (EFA) and confirmatory factor analyses (CFA). Results: The average score on total burnout was 39.1 ± 17.0, while the average score per scales on the Copenhagen burnout inventory was: 41.3 ± 18.7 for personal burnout, 41.2 ± 15.9 for work-related burnout, and 34.7 ± 22.0 for client-related burnout. The Cronbach’s alpha for the entire scale was 0.936, the Cronbach’s alpha for the personal burnout scale was 0.906, and the Cronbach’s alpha for the work-related burnout scale was 0.765, while the Cronbach’s alpha for the client-related burnout scale was 0.901. The EFA for the CBI showed three factors. The factor loadings varied from 0.575 to 0.859. The three factors explained 67.17% of the variance. Conclusions: Our study showed that the three-factor Serbian version of the Copenhagen burnout inventory can be used for the assessment of burnout syndrome among teachers.

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“…Although minor academic related pressure can increase performance, too much anxiety can be distracting and debilitating [18]. Ivancevic et al [19] found that there is a positive correlation between student work intensity and student burnout, a reaction to stress. The heavier the workload, the more study-related burnout increases [19].…”

Section: Introductionmentioning

confidence: 99%

“…Ivancevic et al [19] found that there is a positive correlation between student work intensity and student burnout, a reaction to stress. The heavier the workload, the more study-related burnout increases [19]. This state of incessant stress induces a wide variety of emotional, physical and psychological impairments in students, starting off with loss of energy and sense of purpose which transitions into insomnia, utter exhaustion, social dysfunction and depression [19].…”

Section: Introductionmentioning

confidence: 99%

Time for mentally healthy engineering students

Korsten¹,

Wolff²,

Booysen³

2021

Preprint

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Mental health issues related to academic stress are experienced amongst undergraduates from different disciplines, with key factors being workload, study skills, resource access and socioeconomic conditions. The status of mental health and well-being of engineering students, globally, has become of increasing concern, but is relatively poorly researched. This paper presents the findings of a faculty initiative at a research-intensive institution in South Africa to determine engineering students’ experience of academic stress. Drawing on a holistic educational model, quantitative and qualitative survey results are presented. Key systemic factors are the volume, intensity and distribution of workload, as well as the experience of “information overload” during the Covid-19 pandemic. On the affective front, students provide detailed accounts of the negative emotional impact, which, in turn, contributes to loss of productivity and confidence. The cohort-comparison analysis reveals clear trends across years of study, as well as problem- versus emotion-focused coping strategies. This faculty case study on engineering student experience of academic-related stresses hopes to demonstrate the synergistic relationship between the systemic, affective and, ultimately, cognitive educational support domains for which engineering faculties are responsible. Suggestions are included for ways in which to facilitate improved mental health in our engineering students.

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Student Heavy Work Investment, Burnout, and Their Antecedents: The Case of Serbia

Cited by 11 publications

References 41 publications

Teachers’ Burnout during COVID-19 Pandemic in Spain: Trait Emotional Intelligence and Socioemotional Competencies

Teachers’ Burnout during COVID-19 Pandemic in Spain: Trait Emotional Intelligence and Socioemotional Competencies

The Validity and Reliability of the Copenhagen Burnout Inventory for Examination of Burnout among Preschool Teachers in Serbia

Time for mentally healthy engineering students

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