Carmona-Halty Marcos, Alarcón-Castillo Karina, Semir-González Carla, Sepúlveda-Páez Geraldy, Schaufeli Wilmar B
Escuela de Psicología y Filosofía, Universidad de Tarapacá, Arica, Chile.
Department of Psychology, Utrecht University, Utrecht, Netherlands.
Front Psychol. 2024 Dec 18;15:1434412. doi: 10.3389/fpsyg.2024.1434412. eCollection 2024.
This brief report examines both within-network and between-network construct validity of the Burnout Assessment Tool for Students (BAT-S) in a sample of 461 Chilean undergraduate university students (70.9% female) ranging between 18 and 58 years old ( = 21.6, SD = 4.34). The reliability analysis results showed adequate internal consistency for the overall burnout score and for each dimension. In addition, confirmatory factor analysis (CFA) supported a second-order factor (academic burnout) and four first-order factors (exhaustion, mental distance, cognitive impairment, and emotional impairment) solution. Moreover, the results of multiple-group CFA supported gender invariance. Finally, structural equation model (SEM) analysis showed that academic resources and academic demands are associated with academic burnout. Overall, the BAT-S was found to be a reliable and valid tool to assess academic burnout in chilean sample of undergraduate university students.
本简短报告在461名年龄在18至58岁之间（平均年龄=21.6岁，标准差=4.34）的智利本科大学生样本（70.9%为女性）中，检验了学生倦怠评估工具（BAT-S）的网络内和网络间结构效度。可靠性分析结果表明，总体倦怠得分及各维度的内部一致性良好。此外，验证性因素分析（CFA）支持二阶因素（学业倦怠）和四个一阶因素（疲惫、心理距离、认知障碍和情绪障碍）的模型。而且，多组CFA结果支持性别不变性。最后，结构方程模型（SEM）分析表明，学业资源和学业要求与学业倦怠相关。总体而言，在智利本科大学生样本中，BAT-S被发现是评估学业倦怠的可靠且有效的工具。
