A preliminary comparison study of burnout and engagement in performance students in Australia, Poland and the UK

Zabuska, Anna; Ginsborg, Jane; Wasley, David

doi:10.1177/0255761417751242

Cited by 5 publications

(10 citation statements)

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“…Regarding the levels of burnout and engagement, a crossnational study with students from Australia, Poland, and the United Kingdom (Zabuska, 2017) showed low levels of burnout (although a ten percent of students were at risk), and moderate degrees of engagement. In a similar study, Zabuska et al (2018) reported low to moderate self-reported levels of burnout, where Australian and British students displayed higher levels of burnout than Polish students did. Eleven percent of all participants were at risk of academic burnout.…”

Section: Discussionmentioning

confidence: 82%

“…Other findings reported no differences in burnout levels according to gender (Backoviae et al, 2012;Robins et al, 2015;Peralta-Ayala and Moya, 2017;Martos et al, 2018). The study conducted by Zabuska et al (2018) also informed no differences between men and women in their self-reported engagement. Nevertheless, these authors showed that women displayed higher levels of global burnout and emotional/physical exhaustion, while men reported lower levels of sense of accomplishment (Zabuska et al, 2018).…”

Section: Introductionmentioning

confidence: 81%

“…On the other hand, engagement as a factor has gain attention in the educational literature due to the focus in recent years toward positive psychology, which centers on optimal development and positive aspects and not on dysfunction (Seligman and Csikszentmihalyi, 2000;Schaufeli and Bakker, 2004a,b;Zabuska et al, 2018). According several authors, engagement should be viewed as an opposite concept in relation to burnout (Poulsen et al, 2014;Robins et al, 2015;Martos et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The study conducted by Zabuska et al (2018) also informed no differences between men and women in their self-reported engagement. Nevertheless, these authors showed that women displayed higher levels of global burnout and emotional/physical exhaustion, while men reported lower levels of sense of accomplishment (Zabuska et al, 2018). In addition, according to Römer (2016), burnout was significantly more prevalent in females (75%) than males (25%).…”

Section: Introductionmentioning

confidence: 99%

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Education Burnout and Engagement in Occupational Therapy Undergraduate Students and Its Associated Factors

2019

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Introduction: Burnout syndrome has been characterized as a process of chronic responses to occupational stress in certain employee groups. However, this phenomenon has also been reported in other participant groups including university students. The Maslach Burnout Inventory-Student Survey (MBI-SS), composed of the Exhaustion, Cynicism and Efficacy subscales, was used to evaluate burnout in this sample group while the Utrecht Work Engagement Scale (UWES) was used to gather data related to engagement, a positive psychology construct composed of the three factors, namely vigor, dedication, and absorption. To date, no studies considered these factors in relation to occupational therapy students. This begs the question, is there a relationship between occupational therapy students' self-reported levels of burnout and engagement? Objectives: The study objectives are to (1) ascertain the self-reported levels of burnout and engagement in a sample of Australian Occupational undergraduate therapy students, and (2) analyze the sociodemographic, occupational and academic characteristic associated with these levels. Methods: Participants were 225 Australian undergraduate occupational therapy students from Monash University completed the MBI-SS and the UWES for students. Descriptive, bivariate and multiple linear regression analyses were performed. Results: Regarding MBI-SS burnout dimensions, exhaustion was associated with age, year level of enrolment and hours of direct time spent working on occupational therapy studies, explaining 15% of its variance. Cynicism and efficacy were associated with age, year level of enrolment and hours of indirect time, accounting for 16% of its variance. For the UWES engagement dimensions, year level of enrolment and hours of indirect time spent working on occupational therapy studies were significant predictors of vigor, explaining 27% its variance while while age, gender, year level of enrolment, hours of indirect time spent working on occupational therapy studies, and hours spend per week engaged in self-care activities accounted for 23% of the variance of dedication. Finally,

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Section: Discussionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Education Burnout and Engagement in Occupational Therapy Undergraduate Students and Its Associated Factors

2019

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“…Academic demands are generally high and are usually accompanied with a variety of other life stressors (Lin & Huang, 2014). If they persist over time without sufficient resources and coping mechanisms to resolve them, they may result in the development of burnout syndrome (Cecil, McHale, Hart, & Laidlaw, 2014;Frajerman, Morvan, Krebs, Gorwood, & Chaumette, 2019;Leupold, Lopina, & Erickson, 2019;May, Seibert, Sanchez-Gonzalez, & Fincham, 2019;Schaufeli, Martínez, Pinto, Salanova, & Bakker, 2002;Skodova, Lajciakova, & Banovcina, 2016;Zabuska, Ginsborg, & Wasley, 2018).…”

Section: Introductionmentioning

confidence: 99%

Academic Flow And Burnout In College Students: An Eight-Month Longitudinal Study

Ljubin-Golub¹,

Rijavec²

2019

The European Proceedings of Social and Behavioural Sciences

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Academic burnout has serious negative consequences for both physical and mental health of college students. Therefore, studies trying to find the protective factors are beginning to emerge. The main research question was to assess whether flow experienced in different domains of students' life can be a protective factor of their academic burnout. Since longitudinal studies that would determine whether flow experienced in different activities prevents academic burnout are lacking, the aim of this study was to assess whether flow in academic and leisure activities predict longitudinal changes in students' academic burnout and to what extent. Using a two-wave cross-lagged panel design, the current study examined academic flow, flow in leisure activities and academic burnout in 160 first year students of University of Zagreb. Burnout and flow were assessed in two time waves: one month after beginning of the academic year, and then after 8 months, at the end of the academic year. Structural equation modeling was employed to test a series of competing models. Direct model with a path from flow in academic activities and leisure at the beginning of the academic year to burnout at the end of the academic year provided acceptable model fit. Academic flow was related to less, and flow in leisure activities to more subsequent academic burnout. The study suggests that enhancing flow experiences in academic activities may be relevant for reducing students' burnout. At the same time, results suggest that many leisure activities, although flow inducing, may be counterproductive for preventing students' burnout.

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Mapping gender networks of music self‐concept and music emotions: A network analysis study of music majors in China

Yang,

Song,

Zhao

et al. 2024

Brit J of Edu Psychol

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BackgroundStudents' music self‐concept and music emotions are becoming prominent topics within the area of music education.Aims, Samples and MethodsThe majority of previous research on self‐concept and music emotions has examined the two constructs independently and focused on gender differences in externalizing behaviours in music learning, but has neglected the internal interactions between individual music self‐concept and music emotions. Network analysis is a promising method for visually examining music self‐concept and music emotions as part of a network of interactions to identify core features and interrelationships among nodes in the network. In this study, 515 students majoring in music from a Chinese university were recruited.ResultsThe results showed that high music self‐concept and boredom were the common features at the core of the network for both men and women college students. The boredom exhibited by women differed from that of men in that men's boredom was directed at the entire music course, while boredom in women manifested as daydreaming and boredom with learning materials.ConclusionsThis study is the first to explore gender differences in the music self‐concept and music emotions from a holistic perspective. The findings could help music teachers gain insight into the complex system of music self‐concept and music emotions. Music teachers could capture the respective features of men and women to design individualized teaching strategies.

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A preliminary comparison study of burnout and engagement in performance students in Australia, Poland and the UK

Cited by 5 publications

References 50 publications

Education Burnout and Engagement in Occupational Therapy Undergraduate Students and Its Associated Factors

Education Burnout and Engagement in Occupational Therapy Undergraduate Students and Its Associated Factors

Academic Flow And Burnout In College Students: An Eight-Month Longitudinal Study

Mapping gender networks of music self‐concept and music emotions: A network analysis study of music majors in China

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