Cuevas-Caravaca Elena, Sánchez-Romero Elisa Isabel, Antón-Ruiz Josefa A
Facultad de Educación, Universidad Católica de Murcia, 30107 Murcia, Spain.
Departamento de Psicología Social, Facultad de Ciencias de la Salud, Universidad de Alicante, 03690 Alicante, Spain.
Eur J Investig Health Psychol Educ. 2024 Jun 3;14(6):1561-1571. doi: 10.3390/ejihpe14060103.
This study examines academic burnout syndrome and its relation to personal and academic variables among university students in nursing and early childhood education programs in Spain. A total of 606 university students (primary education: 49.7%; nursing: 49.7%) of both sexes (71.5% female) with an average age of 20.68 years (SD = 1.65) participated. An ex post facto retrospective single-group design was planned. The instruments used were the Maslach Burnout Inventory-Student Survey (MBI-SS) and the NEO Five-Factor Inventory (NEO-FFI). Nursing students, who reported more study hours, less sleep, and lower grades, had higher academic burnout scores. Linear regression models were proposed to analyze the relationship between academic burnout, personality, and sociodemographic variables. Nursing students scored higher in emotional exhaustion and lower in cynicism, and they scored higher in neuroticism and openness. Furthermore, 16.1% of the variance in academic burnout was explained by personality variables as well as the degree studied, course year, and study hours. These findings suggest the importance of considering both academic and personality variables in understanding academic burnout in university students.
本研究调查了西班牙护理专业和幼儿教育专业大学生的学业倦怠综合征及其与个人和学业变量之间的关系。共有606名大学生参与其中，包括小学教育专业学生（占49.7%）和护理专业学生（占49.7%），涵盖了不同性别（女性占71.5%），平均年龄为20.68岁（标准差=1.65）。本研究采用事后回溯单组设计。所使用的工具包括马氏倦怠量表-学生版（MBI-SS）和大五人格量表（NEO-FFI）。报告学习时间更长、睡眠时间更少且成绩更低的护理专业学生，其学业倦怠得分更高。本研究提出了线性回归模型，以分析学业倦怠、人格和社会人口统计学变量之间的关系。护理专业学生在情感耗竭方面得分更高，玩世不恭方面得分更低，在神经质和开放性方面得分也更高。此外，学业倦怠16.1%的变异可由人格变量以及所学学位、课程年份和学习时间来解释。这些研究结果表明，在理解大学生学业倦怠时，考虑学业和人格变量具有重要意义。
