Burnout and Engagement in University Students

Abstract

This study examines burnout and engagement-the hypothesized opposite of burnout-in university students from Spain (n = 623), Portugal (n = 727), and the Netherlands (n = 311). Confirmatory factor analyses showed that the expected three-factor structures of the adapted versions of the Maslach Burnout Inventory (MBI) for students (including Exhaustion, Cynicism, and Reduced Efficacy) and the Utrecht Work Engagement Scale (UWES) for students (including Vigor, Dedication, and Absorption) fitted to the data of each sample. However, a rigorous test revealed that most factor loadings of the MBI were not invariant across all samples. Results with the UWES were slightly better, indicating invariance of factor loadings of Absorption in all samples and of Vigor in two of the three samples. Furthermore, as hypothesized, the burnout and engagement subscales were negatively correlated. Finally, irrespective of country, Efficacy and Vigor were positively related to academic performance, that is, the number of passed exams relative to the total number of exams in the previous term.

Behaviour-based functional and dysfunctional strategies of medical students to cope with burnout

“…In their study, 377 students (68.4% women, M  = 23.5 years, SD  = 2.8 years) were interviewed with the primary aim of examining the factor structure and psychometric criteria of the German translation Maslach burnout inventory for students (MBI-SS) by Schaufeli and colleagues [8]. …”

“…Burnout among medical students was measured by the Maslach Burnout Inventory–Student Survey [8] with the German version of the validation study by Gumz and colleagues [22]. Behavioural-based coping strategies were evaluated on the basis of a broad spectrum of newly designed items based on qualitative material, which is explained below.…”

“…All items are scored on a 7-point frequency rating scale, ranging from 0 (never) to 6 (always). High scores on exhaustion and cynicism and low scores on academic efficacy are indicative of burnout [8]. Currently, there are no official cut-off criteria for the individual subscales and for the definition of burnout with respect to the MBI-SS [27].…”

“…Through factor analysis and suggestions from the literature, the item ‘When I’m in class or I’m studying I don’t want to be bothered’ was deleted from the dimension cynicism [8]. …”

“…Burnout can be characterized by a ‘core dimension’ that includes physical and mental exhaustion [4,5]. In addition, burnout may be associated with a sense of emotional distance to the curriculum or to patients in the sense of increased ‘cynicism’ [6–8]. Furthermore, feelings of ‘low academic efficacy’ may occur when students perceive themselves as less competent and successful [9,8].…”