How do stressors lead to burnout? The mediating role of motivation.

Rubino, Cristina; Luksyte, Aleksandra; Perry, Sara Jansen; Volpone, Sabrina D.

doi:10.1037/a0015284

Cited by 81 publications

(48 citation statements)

References 82 publications

(115 reference statements)

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“…Our finding that despite increased expectancy of rewards, aversion to task performance increased and task performance remained poor in burnout patients is in line with Boksem and Tops (2008), who stated that the burnout syndrome may be the result of biochemical changes that may result in a more permanent decrease in motivation to spend effort and therefore a reduced responsiveness to rewards. An explanation of why some authors (Halbesleben & Bowler, 2007;Rubino et al, 2009) suggest that motivational interventions may lead to increased performance in burnout may be that the participants in their studies had relatively mild burnout symptoms (Halbesleben & Bowler, 2007) compared to the burnout patients in our study. Boksem and Tops (2008) suggest that the effort-reward imbalance and stressrelated cognitive impairments may be related to different stages of the burnout syndrome.…”

Section: Discussionmentioning

confidence: 67%

“…Some authors suggest that motivational interventions in burnout may increase performance (Halbesleben & Bowler, 2007;Rubino, Luksyte, Jansen Perry, & Volpone, 2009) whereas other authors suggest that this reduced motivation cannot be reversed in the short term by motivational interventions because burnout patients suffer from biochemical changes, due to prolonged periods of stress, that affect performance (Boksem & Tops, 2008;Frankenhaeuser, 1986;Sandström et al, 2005;Van der Linden et al, 2005). This theory has been elaborated by Boksem and Tops (2008) who argue that physiological changes due to overriding fatigue for prolonged periods of time may be fundamental to disorders that are characterized by long-term fatigue, like burnout.…”

Section: Introductionmentioning

confidence: 99%

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Testing whether reduced cognitive performance in burnout can be reversed by a motivational intervention

et al. 2011

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It has been suggested that the motivation to spend effort is decreased in burnout patients, resulting in reduced cognitive performance. A question that remains is whether this decreased motivation can be reversed by motivational interventions. We investigated this by examining the effect of a motivational intervention on cognitive performance. We presented 40 burnout patients in The Netherlands and 40 matched healthy controls with a complex attention task. As expected, in a first block of trials the performance of the burnout patients was poorer than that of healthy controls. Subsequently, we provided the participants with fake positive feedback about their performance and announced that we would financially reward those who performed best in a subsequent block of trials. Contrary to the healthy controls, the burnout patients did not improve their performance and experienced more aversion to spend effort. The study demonstrated that impaired cognitive performance in burnout patients could not be reversed by motivational interventions, which is in line with contemporary theories on burnout that state that physiological changes in burnout may underlie a relatively long-term decrease in motivation. The implication of these results is that in practice employers and therapists might need to accept that there could be a reduction in cognitive performance in employees with burnout.

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Section: Discussionmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 99%

Testing whether reduced cognitive performance in burnout can be reversed by a motivational intervention

et al. 2011

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“…Estos datos coinciden con los aportados por Maslach y Jackson, (1981). Otros estudios consultados difieren del nuestro al manifestar que, en la relación entre el Burnout y el sexo se encontraron diferencias significativas en todas las dimensiones (AE, RP y D), y además difieren también en que fueron las profesoras las que evidenciaron mayores niveles de Agotamiento Emocional (Araújo, fueron las profesoras las que evidenciaron mayores niveles de Agotamiento Emocional (Araújo, 2008;García-Renedo et al, 2004;Lee 1990;Marente y Gestoso, 2008;López-Morales et al, 2006;Rubino et al, 2009;Salanova et al, 2003;Van den Broeck, et al, 2008) , 1981;López-Morales et al, 2006;Macías et al, 2007;Viloria-Marín, y Paredes-Santiago, 2002), lo que deja ver una mayor tendencia de los hombres para el distanciamiento profesional y emocional relativamente a los alumnos, acabando por volverse menos sensibles a las problemáticas que estos presentan y a la ayuda efectiva de sus dificultades escolares y personales, utilizando este cinismo como forma de coping (Schaufeli y Ezmann, 1998). Otras autoras (Abraham, 1986;Maslach, 1982), centran su atención en el doble rol ejercido por la mujer en el trabajo y en la casa como agente potenciador del estrés.…”

Section: Discusión Y Conclusionesunclassified

Diferencias en Burnout Según Sexo Y Edad en Profesorado No Universitario

Alós¹,

López²,

Martín³

et al. 2017

Revista INFAD de Psicología

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RESUMENEl modelo de burnout más utilizado en los estudios sobre el profesorado, es el modelo trifactorial de Maslach, que describe tres tipos de síntomas, agotamiento emocional que conlleva cansancio físico y mental, despersonalización con sentimientos negativos, y sensación de bajo logro profesional que se traduce al pensar que las demandas superan los recursos para ser atendidas eficazmente. Como consecuencia del mismo se produce, en quienes lo padecen, un desánimo generalizado. El objetivo del presente estudio fue analizar las diferencias en burnout según el sexo y la edad. Para ello se reclutó una muestra 507 participantes, que impartían docencia en Educación Infantil, Educación Primaria y Educación Secundaria. Los participantes cumplimentaron el Maslasch Burnout Inventory. Los resultados de los análisis de varianza concretaron diferencias estadística-mente significativas tanto en función del sexo como de los grupos de edad. Estos hallazgos muestran la importancia de implementar programas orientados a la prevención de los síntomas.Palabras clave: burnout, profesorado, agotamiento emocional, realización personal, despersonalización. Lee (1990) destacó que las mujeres sufren mayor y más intenso cansancio emocional que los hombres; sin embargo, Gil-Monte y

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“…Burnout may give rise to a sense of detachment and avoidance behaviours used to protect the person (Figley, 1995). Long term secondary trauma has been linked to physical illness, psychological or behavioral problems (Rubino, Luksyte, Perry & Volpone, 2009). …”

Section: Phenomenology Of Social Workers' Occupational Stress Copingmentioning

confidence: 99%

Using art to illuminate social workers’ stress

Huss

Hafford‐Letchfield

2018

Journal of Social Work

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Summary: This article aims to capture the self-defined holistic interaction between stressors, stress reactions and coping for social workers’ stress. We utilised an arts-based intervention in the form of a single drawing with 80 social workers, who were actively guided to explore their own stressors, stress reactions and coping. Findings: Our findings suggest that whilst social workers define their stressors as being related to a lack of social work professional and managerial support (a macro problem), they experience this stress as lack of personal efficacy and self-worth and expect to cope by drawing on their inner strengths rather than by challenging the ‘system’ (micro solutions). Thus, they tend not to utilise available systemic ideas and theories in social work to address their own problems. Application: These findings offer a way of exploring stress and coping as an interactive whole that helps to understand both systemic stressors and the gaps in social workers’ coping methods. It also explores the relationship between stressors, stress reactions and coping through the personal drawings and narratives of participating social workers. The findings are relevant for supervisors, and managers helping social workers to manage stress, and offer an example of how visual methods might be used as a pedagogic tool in social work education and practice.

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How do stressors lead to burnout? The mediating role of motivation.

Cited by 81 publications

References 82 publications

Testing whether reduced cognitive performance in burnout can be reversed by a motivational intervention

Testing whether reduced cognitive performance in burnout can be reversed by a motivational intervention

Diferencias en Burnout Según Sexo Y Edad en Profesorado No Universitario

Using art to illuminate social workers’ stress

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