Exploring coping and optimism as predictors of academic burnout and performance among university students

Gómez, Carmen María Vizoso; Arias-Gundín, Olga; Pérez, Celestino Rodríguez

doi:10.1080/01443410.2018.1545996

Cited by 93 publications

(78 citation statements)

References 54 publications

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“…Finally, the results showed how the burnout negatively predicted academic performance. These results were similar to several studies in the university academic field [ 68 , 69 , 70 ]. In this regard, a study conducted by Salanova, Schaufeli, Martínez, and Bresó [ 68 ] with university students found that the vicissitudes perceived by students were positively associated with burnout, whereas facilitators were negatively associated with burnout.…”

Section: Discussionsupporting

confidence: 92%

The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

Trigueros

Padilla

Aguilar-Parra

et al. 2020

IJERPH

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Currently, the university failure rate is around 33% of students starting their studies. Among the main reasons are demanding academic situations and the use of inappropriate coping strategies. Therefore, the aim of this study was to analyze the influence of teacher leadership on academic resilience and motivation, burnout, and academic performance. This study involved 3354 university students. A structural equation model was made to analyze the predictive relationships between the study’s variables. The results showed that teacher leadership positively predicted academic resilience and motivation; academic resilience negatively predicted burnout and positively predicted academic performance; likewise, academic motivation negatively predicted burnout and positively predicted academic performance; finally, burnout negatively predicted academic resilience.

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Section: Discussionsupporting

confidence: 92%

The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

Trigueros

Padilla

Aguilar-Parra

et al. 2020

IJERPH

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“…Models 1-3 were consistent with the hypothesis that coping style mediates the effects of sleep quality on depression and a low sense of achievement in college students. This finding is similar to those of previous studies that revealed that sleep quality and coping style were both independent predictors of learning burnout (Pagnin et al, 2014;Vizoso et al, 2019). Sleep quality, as an important factor in students' health, has a crucial impact on mental well-being and emotions.…”

Section: Discussionsupporting

confidence: 91%

The Role of Active Coping in the Relationship Between Learning Burnout and Sleep Quality Among College Students in China

Wang¹,

Xiao

Zhang³

et al. 2020

Front. Psychol.

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Learning burnout negatively influences students' learning and well-being. Sleep quality is directly related to students' health and learning outcomes. Research indicates that sleep quality and coping style may be associated with learning burnout. However, the interrelationship among learning burnout, sleep quality, and coping style has not yet been fully studied. This study aimed to explore the relationship between sleep quality and learning burnout and examine whether coping mediates this relationship in Chinese university students. A total of 228 undergraduate students were recruited to participate in this research. The Simplified Coping Style Questionnaire (SCSQ), Learning Burnout Questionnaire (LBQ), and Pittsburgh Sleep Quality Index-Chinese (PSQI-C) were employed to collect data. The results showed the following: (1) poor sleep quality had a positive association with learning burnout, and (2) active coping style mediated the effects of poor sleep quality on learning burnout and the dimensions of learning burnout (depression and low sense of achievement). The findings of the current study contribute to knowledge of learning burnout and provide theoretical evidence for further educational interventions.

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“…Similar findings were reported by Pu and colleagues from China (2017). A recent study with undergraduate students also suggested thatoptimism is a personal resource helping to prevent academic burnout (Vizoso, Arias-Gundín, Rodríguez, 2019). These findings show that optimism is a recognized personal resource, which still needs more exploration, especially in academic staff context.…”

Section: Discussionmentioning

confidence: 68%

Job Demands-Resources and Personal Resources as Risk and Safety Factors for the Professional Burnout Among University Teachers

Stelmokienė

Genevičiūtė-Janonė

Gustainienė

et al. 2019

PED

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The study was oriented to identify the main risk and safety factors for the professional burnout among university teachers in Lithuania. 257 participants filled up a self-administered questionnaire in a cross-sectional survey. 42.8 percent of university teachers in Lithuania indicated that are often or permanently suffering from professional burnout. Quantitative and emotional demands alongside with perceived social support from a supervisor acted as risk factors, and personal resources and social support from colleagues – assafety factors for the professional burnout.

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Exploring coping and optimism as predictors of academic burnout and performance among university students

Cited by 93 publications

References 54 publications

The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

The Role of Active Coping in the Relationship Between Learning Burnout and Sleep Quality Among College Students in China

Job Demands-Resources and Personal Resources as Risk and Safety Factors for the Professional Burnout Among University Teachers

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