University students’ interest and burnout profiles and their relation to approaches to learning and achievement

Asikainen, Henna; Nieminen, Juuso Henrik; Häsä, Jokke; Katajavuori, Nina

doi:10.1016/j.lindif.2021.102105

Cited by 37 publications

(47 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, few studies have shown the highest burnout level in male students [ 44 , 45 ]. Recently, Asikainen et al [ 16 ] conducted a latent profile analysis showing that while female university students were overrepresented in the high exhaustion and inadequacy profile, no gender differences in cynicism emerged, which is consistent with previous research results on academic burnout (e.g., [ 40 ]). Taken together, these studies seem to suggest that gender differences in academic burnout levels still require a deep investigation to understand whether and to what extent female students are more vulnerable to burnout than male students.…”

Section: Introductionsupporting

confidence: 77%

“…Finally, a more recent systematic review [ 15 ] has shown that university students with severe burnout symptoms (particularly in healthcare courses) varied from 30.5% in high-income countries to 54.5% in low- and middle-income countries. Yet, Asikainen et al [ 16 ] have found that a quarter of their sample of university students attending life sciences courses at a large Finnish university experienced burnout symptoms. However, empirical data on university students’ burnout have not been systematically collected across countries using the same methods and instruments, making cross-cultural comparisons difficult.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Students’ Burnout at University: The Role of Gender and Worker Status

Fiorilli

Barni

Russo

et al. 2022

IJERPH

View full text Add to dashboard Cite

Students’ burnout has been widely investigated in recent decades, mainly showing a higher risk for female students across academic levels. To our knowledge, few studies have investigated whether employed students experience higher academic burnout risks. In this regard, previous findings have shown mixed results. The current study investigated the differences in burnout experience based on students’ gender and worker status. We expected to find differences among study groups in their burnout levels. The participants were 494 Italian university students (49.6% female students; 49.4% working students) who completed the short version of the Burnout Assessment Tool Core dimensions (BAT-C). Firstly, we investigated the BAT-C measurement invariance across gender and worker status subgroups. Secondly, a multivariate analysis of variance (MANOVA) showed significant gender differences in burnout levels. Specifically, female students showed higher levels of exhaustion, cognitive impairment, and emotional impairment than male students. Nevertheless, no interactive effects between gender and worker status were observed in the current sample. To sum up, gender is a key factor for understanding several BAT symptoms, and it should be considered by academic staff interested in preventing burnout at university and its dropout consequences.

show abstract

Section: Introductionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Students’ Burnout at University: The Role of Gender and Worker Status

Fiorilli

Barni

Russo

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…The results showed that more positive perceptions of the interestingness and relevance of the TLE led to less exhaustion, cynicism and a sense of inadequacy among international students. Such negative correlations between interest and relevance and study-related burnout, especially cynicism, have also been found among non-international students in the same context (Asikainen et al, 2022). Cynicism also measures students' interest in their studies (Entwistle et al, 2002;Parpala and Lindblom-Ylänne, 2012), which could explain its strong relationship with interest and relevance.…”

Section: Relationship Between Students' Perceptions Of the Tle Approa...mentioning

confidence: 64%

“…Though research focuses on international students’ perceptions of the TLE ( Sakurai et al, 2016 ) and well-being ( Jin et al, 2021 ), the relationship between perceptions of the TLE and study-related burnout has not been examined in these studies among international students, especially in Finnish context. Perceptions of the TLE have found to be related to study-related burnout among non-international students ( Dyrbye et al, 2009 ; Meriläinen, 2014 ; Asikainen et al, 2022 ). Nevertheless, the constructs of perceptions of the TLE have been developed in recent years.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

International students’ study-related burnout: Associations with perceptions of the teaching-learning environment and approaches to learning

2022

View full text Add to dashboard Cite

International students study in new, unfamiliar teaching-learning environments (TLEs) and may thus experience study-related burnout. However, little research exists on the relationship between perceptions of the TLE and such burnout, especially among international students. Nevertheless, one key factor is thought to be students’ approaches to learning. This study investigated the relationship between international students’ perceptions of the TLE, approaches to learning and study-related burnout and how these approaches mediate the relationship between perceptions of the TLE and burnout. The data were collected among international students (n = 162) in a research-intensive Scandinavian university and analyzed using confirmatory factor analyses and structural equation modelling. The results indicated that international students’ study-related burnout correlated negatively with perceptions of the TLE (alignment, interest and relevance, constructive feedback and peer support). Their study-related burnout was positively related to the unreflective approach to learning and negatively related to the deep approach to learning and organized studying. The study proved that approaches to learning acted as mediators between perceptions of the TLE and study-related burnout. The findings indicated that how the dimensions of study-related burnout were affected by different constructs of perceptions of the TLE and approaches to learning among international students. Based on these findings, the study provides implications for improving teaching. Future research should focus on the relationship between the deep approach to learning and exhaustion and how peer support affects study-related burnout.

show abstract