Examining the Relationship Between Academic Burnout and the University Student's Engagement: A Cross-Sectional Study on the Return to Face-to-Face Classes

Abstract

Objective: Academic burnout is considered a psychological condition that students present and is characterized by low motivation and a feeling of failure due to the inability to cope with academic stress or excessive academic demands. In this sense, the objective of the present investigation was to determine if academic burnout is related to the university student's engagement in the Peruvian Amazon to return to face-to-face classes. Method: The approach was quantitative, the design was non-experimental and the type was descriptive - correlational, cross-sectional. The sample consisted of 342 students who were administered the Maslach Burnout Inventory Student Survey and the UWES-S Scale, instruments with adequate levels of validity and reliability. Likewise, to identify the relationship between the study variables, Pearson correlation coefficient was used. Results: The preliminary results indicate that the students were characterized by presenting moderate levels of academic burnout and engagement. On the other hand, it was determined that the Pearson correlation coefficient between both variables was -0.722 (p<0.05). Significant correlations were also reported between academic burnout and the dimensions vigor (r= -0.701, p<0.05), dedication (r= -0.712, p<0.05) and absorption (r= -0.694, p<0.05). In the same way, significant correlations were found between student engagement and the dimensions emotional exhaustion (r= -0.711, p<0.05), cynicism (r= -0.700, p<0.05) and inefficacy (r= -0.687, p <0.05). On the other hand, the β coefficients indicate that academic burnout (β= 0.204), emotional exhaustion (β= 0.259), cynicism (β= 0.196) and inefficacy (β= 0.337) significantly predicted student engagement. Conclusions: It was concluded that there is an inverse and significant relationship between academic burnout and the university student's engagement in the Peruvian Amazon to return to face-to-face classes.

Relationship Between Happiness and Extracurricular Activities Among High School Students

“…Also, it was strongly related to high levels of health-promoting behaviours like being physically active, eating well, using safe sexual practices, using sun protection, and wearing safety equipment such as bicycle helmets Carter et al (2007). Academic burnout has also been associated with engagement levels in school (Estrada-Araoz et al, 2023).…”

Situación Laboral y Engagement Académico en Estudiantes Universitarios

“…En el marco de lo descrito la presente investigación se guio por el objetivo de determinar la relación entre la situación laboral y EA en estudiantes universitarios. et al (2004), definen el engagement como una actitud interna, mental positiva que se relaciona con el trabajo y que se caracteriza por el vigor, representa a los niveles de energía y resistencia mental, vinculado con el componente conductual; por la dedicación, referida a la elevada connotación laboral , conectado con el componente afectivo y la absorción, elevado estado de concentración e inmersión (Basir et al, 2023;Estrada-Araoz et al, 2023;Lin et al, 2023;Padmavathi, 2023); además por el componente cognitivo, el cual se preocupa por el funcionamiento efectivo y fortalezas del individuo frente a los episodios de tensión, angustia o estrés (Salanova & Llorens, 2008;. Así también, Martín (2008), conceptúa el engagement como la fuerza motivadora y el estímulo alturado de los alumnos por el aprendizaje, reconociendo, estos, lúcidamente el beneficio del mismo, lo cual los lleva a la aplicación efectiva de sus asignaturas, aportando todas sus habilidades y capacidades requeridas en el plano educativo, permitiendo detectar y medir qué tan involucrados están los estudiantes con lo que aprenden y viven dentro del ámbito escolar y cómo aprenden a desenvolverse en la vida estudiantil (Medrano et al, 2015).…”

Labor Situation and Academic Engagement in University Students

“…Research on EA sheds light on effective strategies to retain students in their programs et al (2004), define engagement as an internal, positive mental attitude that is related to work and characterized by vigor, represents levels of energy and mental resistance, linked to the behavioral component; by dedication, referred to the high labor connotation (Valero-Ancco et al, 2023), connected to the affective component and absorption, high state of concentration and immersion (Basir et al, 2023;Estrada-Araoz et al, 2023;Lin et al, 2023;Padmavathi, 2023); also by which cognitive component, is concerned with the effective functioning and strengths of the individual in the face of episodes of tension, distress or stress (Salanova & Llorens, 2008;. Likewise, Martín (2008), conceptualizes engagement as the motivating force and the high-level stimulus of students for learning, recognizing, these, lucidly the benefit of it, which leads them to the effective application of their subjects, contributing all their skills and capacities required in the educational plane, allowing to detect and measure how involved students are with what they learn and live within the school environment and how they learn to develop themselves in student life (Medrano et al, 2015).…”