Department of Psychology, Elon University, Elon, NC, USA.
Psychol Rep. 2020 Aug;123(4):1260-1281. doi: 10.1177/0033294119852767. Epub 2019 May 27.
Academic burnout is a prevalent issue that has debilitating effects on students and refers to the phenomena of long-term fatigue and loss of interest in schoolwork, and is characterized by a student's lack of engagement, dulled emotions, and feelings of helplessness. This survey-based study examined the predictive ability of two popular constructs in organizational psychology research, core self-evaluations, and perceived organizational support, to explain students' academic burnout. Extending the Job Demands-Resources model and Conservation of Resources theory to the university context, the study investigated whether core self-evaluations and perceived organizational support would similarly predict burnout for 199 undergraduate students in a university setting as they do employees in work settings. Confirmatory factor analysis was employed to assess the factor structure of the variables, and moderated multiple regression was employed to test the hypotheses. Results indicated that that core self-evaluations and perceived organizational support were individually strong predictors of burnout, and that perceived organizational support had a small moderating effect on the core self-evaluations-burnout relationship. Implications and potential applications of these results are discussed as a means to mitigate the negative effects of academic burnout experienced by so many college students.
学术倦怠是一个普遍存在的问题，它对学生有削弱作用，是指学生长期疲劳和对学业失去兴趣的现象，其特征是学生缺乏参与、情绪迟钝和无助感。这项基于调查的研究考察了组织心理学研究中两个流行结构的预测能力，即核心自我评价和感知组织支持，以解释学生的学术倦怠。将工作要求-资源模型和资源保存理论扩展到大学环境中，本研究调查了核心自我评价和感知组织支持是否会像在工作环境中那样，对大学环境中的 199 名本科生的倦怠产生类似的预测作用。采用验证性因子分析评估变量的因子结构，并采用调节多元回归检验假设。结果表明，核心自我评价和感知组织支持是倦怠的个体强预测指标，感知组织支持对核心自我评价与倦怠的关系有较小的调节作用。讨论了这些结果的意义和潜在应用，作为减轻许多大学生经历的学术倦怠的负面影响的一种手段。
