The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students

Abstract

Two of the most significant challenges that higher education institutions are currently addressing are students' failure and drop-out prevention, as well as the promotion of students’ retention and success. The present study aimed at analysing the role that different variables play in the prediction of Academic Engagement and Burnout in first-year university students, under a multivariate perspective. The contribution of relevant psychological strengths in academic environments (Resilience, Personal initiative, and Academic Motivation), Procrastination and different coping strategies facing studies (Persistence, Avoidance and Anxiety) was explored. Also, the perception of academic demands and stress, students' affect (positive and negative) and the academic satisfaction was considered. Finally, an analysis of different engaged and burnt-out profiles of students was carried out. The contribution of the Efficacy subscale of Academic Burnout as an independent personal resource, and the consideration of the so-called Core Burnout, were subject of analysis. A sample of 172 first-year students of face-to-face universities, 68.8% women with a mean age of 22.99 years (SD = 7.62) volunteered to participate online in this study. The results showed, on the one hand, that Academic Engagement consisted mainly on a positive and intrinsic motivational construct, also characterised by academic efficacy, persistence as an active coping strategy, positive affect and satisfaction. On the other hand Core Burnout was mainly characterised by the perception of higher demands (e.g. academic overload), maladaptive learning behaviours and coping strategies such as procrastination and avoidance of difficulties, negative affect and dissatisfaction. Different profiles of engaged and burnt-out students were also analysed showing strong differences regarding personal strengths, coping with learning strategies, well-being and satisfaction with studies.These results could help us to set bases for the development of early support and prevention programs for students’ Burnout, as well as actions aiming at promoting students’ Engagement and well-being during their first academic year.

Mental Wellbeing of Indonesian Students: Mean Comparison with UK Students and Relationships with Self-Compassion and Academic Engagement

“…One possible explanation for this finding is the mediation model we used, which assessed vigour separately from the other academic engagement components. Vigour is argued to predict high academic achievement [ 79 ] and is associated with efficacy [ 80 ]. However, vigour without dedication can lead to academic burnout [ 81 ] and a lack of motivation [ 82 ].…”

How physical exercise impacts academic burnout in college students: The mediating effects of self-efficacy and resilience

“…One is to develop positive individual qualities, such as optimism and grit (Vizoso-Gomez et al, 2019;Ozhan, 2021), while the other is to enhance resources that are provided by the family, school, and society (Salmela-Aro and Upadyaya, 2017;Trigueros et al, 2020;Ye et al, 2021). Although these studies widely discussed the relationships between stress, negative emotions, maladjustment, and academic burnout (Lin and Huang, 2014;Merhi et al, 2018;Vinter et al, 2021), none have simultaneously examined the relationships among physical exercise, self-efficacy, resilience, and academic burnout, which are thus focal points in this study.…”

First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement

“…The recent massification of higher education raises new challenges concerning success in university, once the students' previous experiences, their sociocultural roots, and academic needs are more diverse. First year in higher education has been identified in the literature as being a critical year for the students' future success, retention, and persistence at the academy (Merhi et al, 2018;Baik et al, 2019). First-year students not only develop attitudes toward their academic courses that are likely to shape their future engagement in the field, but they also develop perceptions about themselves as students (Hernández-Pina et al, 2006;Lerdpornkulrat et al, 2018;Soytürk and TepeköylüÖztürk, 2019).…”