Validation of the MBI-SS Scales -based on medical school students-

이수현,; 이동엽,

doi:10.15753/aje.2013.14.2.007

Cited by 14 publications

(8 citation statements)

References 28 publications

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“…This scale is composed of three subscales: emotional exhaustion (5 items; e.g., “I feel emotionally drained from my studies”), cynicism (4 items; “I doubt the significance of my studies”), and professional efficacy (5 items, reverse scored; e.g., “In my opinion, I am a good student”). This scale has shown adequate levels of internal consistency (αs = .77~84) and construct and criterion validity in previous research [53]. In the present study, we excluded the subscale relating to professional efficacy, as it was highly correlated with the competence subscale of the scale used to measure psychological need satisfaction (r = − 0.66), and their inter-correlation was higher than its correlations with the other two burnout subscales.…”

Section: Methodsmentioning

confidence: 94%

“…The prevalence of burnout and stress-related mental health problems in physicians and nurses is not a recent development [93, 94]. Burnout is a key indicator that can be used to anticipate mental health problems and to prevent suicide and suicidal ideation in students [53]. Indeed, burnout is related not only to mental but also to physical health.…”

Section: Discussionmentioning

confidence: 99%

“…The survey was designed to measure four study variables: pharmacy students’ empathy, psychological need satisfaction, academic burnout, and psychological well-being. We used the existing Korean-translated versions of the scales because these measures have demonstrated adequate levels of reliability and validity in previous studies [45, 51–53]. All survey items were rated using a 7-point Likert scale ranging from “strongly disagree” to “strongly agree.”…”

Section: Methodsmentioning

confidence: 99%

“…Third, we assessed students’ burnout using the Korean version of the Maslach Burnout Inventory—Student Survey [53]. This scale is composed of three subscales: emotional exhaustion (5 items; e.g., “I feel emotionally drained from my studies”), cynicism (4 items; “I doubt the significance of my studies”), and professional efficacy (5 items, reverse scored; e.g., “In my opinion, I am a good student”).…”

Section: Methodsmentioning

confidence: 99%

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The role of empathy and psychological need satisfaction in pharmacy students’ burnout and well-being

Cho

Jeon²

2019

BMC Med Educ

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BackgroundThe purpose of this study was to examine the relationship between Korean pharmacy students’ empathy and psychological need satisfaction and their levels of burnout and psychological well-being, using structural equation modeling.MethodsThe participants were 452 pharmacy students from five South Korean universities. The Jefferson Scale of Empathy (Health Professions Students version), the Activity-Feeling States Scale, and the Maslach Burnout Inventory-Student Survey were used to assess empathy, psychological need satisfaction, and burnout, respectively. Psychological well-being was measured with the Mood Rating Scale, Self-Esteem Scale, and Satisfaction With Life Scale. The fits of the measurement and structural regression (SR) models with data on the four variables were evaluated using the Tucker-Lewis index (TLI), incremental fit index (IFI), comparative fit index (CFI), and root mean-square error of approximation (RMSEA) using AMOS 18.0.ResultsA total of 447 students (98.9%) completed the survey. The measurement model showed adequate fit indices; all hypothesized factor loadings were significant. The proposed SR model also showed an acceptable fit (TLI = 0.92, IFI = 0.94, CFI = 0.94, RMSEA = 0.072); each path was supported except the path from empathy to burnout (β = 0.005). Empathy was positively associated with psychological well-being (β = 0.18). Perceived satisfaction of psychological needs was positively related to psychological well-being (β = 0.59), but strongly and negatively related to burnout (β = − 0.71). The model explained 50 and 44% of variances in burnout and psychological well-being, respectively.ConclusionsPharmacy students’ empathy and psychological needs should be considered in pharmacy education systems to promote psychological adjustment.

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Section: Methodsmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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The role of empathy and psychological need satisfaction in pharmacy students’ burnout and well-being

Cho

Jeon²

2019

BMC Med Educ

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“…소진은 직장인을 대상으로 주로 검증되었지 만, 학생들 또한 학업과 관련된 소진을 경험한다 [23]. 학 업 소진은 과도한 학업으로 인한 신체 및 정신적 소진 상 태로, 학업적 요구로 야기된 기진맥진한 상태, 학업에 대 한 냉소적 태도와 거리감 및 학업적 무능력감을 포함한다 [24]. 연구에 따르면, 대학생의 38.1%가 심각한 학업 소 진을 보고하였다 [25].…”

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The Relationship between Chronotype and Physical Quality of Life in College Students: The Mediating Effect of Fatigue and Academic Burnout

2021

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Background: Late chronotype is known to be related with decreased overall health of college students. Yet, the factors that mediate the relationship between chronotype and physical quality of life (QOL) are relatively less studied. Methods: College students (N=566, mean age=21.3, 56.4% male) completed Composite Scale for Mornings (CSM), Chalder Fatigue Scale (CFQ), Maslach Burnout Inventory-Student Survey (MBI-SS), and World Health Organization Quality of Life Instrument-Short Version (WHOQOL-BREF). PROCESS macro for SPSS was used to examine the mediating effects. Covariates included sex, living status, financial difficulty, academic stress, anxiety and depression. Results: The direct effect of chronotype on physical QOL was not significant (c'=0.010, p=.341). The indirect effects of chronotype on physical QOL through fatigue (a1b1=0.013, 95%CI 0.004∼0.023) and academic burnout (a2b2=0.005, 95%CI 0.001∼0.012) were significant. The serial mediating effect of fatigue and academic burnout between chronotype and physical QOL was significant (a1d21b2=0.001, 95%CI 0.000∼ 0.003). Conclusions: Late chronotype appears to be vulnerable to decreased physical QOL through its relation with increased fatigue and academic burnout. This warrants its intervention.

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Forest therapy program reduces academic and job-seeking stress among college students

Kang

Shin

2020

J. People Plants Environ

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Background and objective: Recreation or activities in forest are regarded as therapy. Many forest therapy programs have been developed and assessed in the domestic. This study was conducted to investigate the effect of the forest therapy program on academic and job-seeking stress in college students. Methods: Thirty five subjects were selected as the experimental group and 25 as the control group, and 29 subjects in the experimental group and 11 in the control group participated in the follow-up test to verify the persistence of stress reduction effects. The forest therapy program was carried out once a week for 2 hours each from September 4 to December 4, 2018, adding up to total eight sessions. Results: The experimental group showed statistically significant reduction in both academic stress and job-seeking stress, whereas the control group did not. For the persistence of the forest therapy program, the experimental group did not show a statistically significant difference between the posttest and the follow-up test, and thus the stress reduction effect was maintained. Conclusion: This study proved the reduction of academic and job-seeking stress in forest therapy programs and the persistence of the stress reduction effect of the forest therapy program. The result is consistent with the Stress Recovery Theory (SRT) that shows the stress reduction effect of nature. In addition, it has significance in that it has verified that the program using the forest on campus can reduce stress of most college students.

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Validation of the MBI-SS Scales -based on medical school students-

Cited by 14 publications

References 28 publications

The role of empathy and psychological need satisfaction in pharmacy students’ burnout and well-being

The role of empathy and psychological need satisfaction in pharmacy students’ burnout and well-being

The Relationship between Chronotype and Physical Quality of Life in College Students: The Mediating Effect of Fatigue and Academic Burnout

Forest therapy program reduces academic and job-seeking stress among college students

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