L’épuisement académique chez les étudiants : effet des variables sociodémographiques sur les niveaux de burn-out

Faye-Dumanget, Christine; Belleil, Julie; Blanche, Michel; Marjolet, M.; Boudoukha, Abdel Halim

doi:10.1016/j.amp.2017.09.012

Cited by 10 publications

(15 citation statements)

References 14 publications

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“…[4] It has three dimensions: the first one, which is the most central, is emotional exhaustion, the second one is cynicism and the third one is academic efficiency. [5,6] Studies on Burnout in Morocco have, as the literature indicates, focused on professional burnout especially among health care workers. [7,8] However, trainee teachers also seem to be very vulnerable to the syndrome of academic exhaustion.…”

Section: Introductionmentioning

confidence: 99%

Academic stress and burnout among primary school trainee teachers in the Rabat-Sale-Kenitra region

et al. 2021

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During the training phase, the trainee teacher seems to be more and more confronted with discomfort and stress, due to the accumulation of demands and obligations. Many of them are mostly unable to take it any longer, which makes them vulnerable to the burnout risk. This research aims to study the academic burnout of trainee teachers at the “Centre Régional des Métiers de l’Education et de la Formation “(CRMEF) of the Rabat-Sale-Kenitra region during 2019/2020. Four hundred and fifty trainee teachers responded to a self-questionnaire comprising the Maslach Burnout Inventory-Student Survey (MBI-SS) scale in its French version, as well as certain stress factors. In agreement with the literature, more than 60% of teachers show moderate and high levels of academic exhaustion, the main likely stressors presented are financial instability, and training overload. Many trainee teachers cannot cope with the burnout syndrome, which conducts to stress and absenteeism during the training, we hope that this study will lead to some practical solutions to prevent and reduce the risk of academic burnout.

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Section: Introductionmentioning

confidence: 99%

Academic stress and burnout among primary school trainee teachers in the Rabat-Sale-Kenitra region

et al. 2021

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“…Certain recurring elements concerning mental health and well-being can be observed during this period, such as an increase in anxiety and stress, the appearance of depressive states, or a high risk of exhaustion. In some recent studies, such problems have been found in up to 50% of higher-education students [21][22][23]. Numerous studies have used coping strategies as an explanatory model regarding mental health problems among students (eg, stress, anxiety, and psychological distress) [24][25][26].…”

Section: Psychological Impact Of the Covid-19 Pandemic Among Higher-education Studentsmentioning

confidence: 99%

“…The eight items are as follows: [45]. The total depression subscale score was divided into scores for normal depression (0-9), mild depression (10-12), moderate depression (13)(14)(15)(16)(17)(18)(19)(20), severe depression (21)(22)(23)(24)(25)(26)(27), and extremely severe depression (28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42). The total anxiety subscale score was divided into five score categories: normal (0-6), mild anxiety (7-9), moderate anxiety (10-14), severe anxiety (15)(16)(17)(18)(19), and extremely severe anxiety .…”

Section: Phase I: Surveymentioning

confidence: 99%

“…The total anxiety subscale score was divided into five score categories: normal (0-6), mild anxiety (7-9), moderate anxiety (10-14), severe anxiety (15)(16)(17)(18)(19), and extremely severe anxiety . The total stress subscale score was divided into scores for normal stress (0-10), mild stress (11)(12)(13)(14)(15)(16)(17)(18), moderate stress (19)(20)(21)(22)(23)(24)(25)(26), severe stress (27)(28)(29)(30)(31)(32)(33)(34), and extremely severe stress (35)(36)(37)(38)(39)(40)(41)(42). The DASS-21 has been shown to be a reliable and valid measure for assessing the mental health of the Portuguese-speaking [46] and French-speaking [47] populations.…”

Section: Phase I: Surveymentioning

confidence: 99%

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Psychological Impacts of the COVID-19 Pandemic Among Portuguese and Swiss Higher-Education Students: Protocol for a Mixed Methods Study

Querido¹,

Aissaoui²,

Dixe³

et al. 2021

JMIR Res Protoc

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Background Higher-education students are particularly vulnerable to both everyday stressors and mental health problems. Public health emergencies may generate a range of unforeseen potential stressors for vulnerable individuals and communities. The current pandemic has apparently led to an increase in psychiatric symptoms among these students. Objective The goal of this study is to characterize the psychological impact of the COVID-19 pandemic among Portuguese and Swiss higher-education students. Methods This project will use a mixed methods sequential explanatory design in Portugal and Switzerland, with two consecutive phases. During Phase I, a quantitative study will assess the psychological responses of higher-education students during the COVID-19 pandemic. A convenience sampling method will be used for collecting information from students. The association between variables will be determined with univariable and multivariable analyses. During Phase II, qualitative data will be collected in order to understand the determinants of psychological stress and the strategies adopted by students as a result of the COVID-19 pandemic, as well as to identify their opinions and feelings about the teaching-learning process during quarantine. In this phase, participants will be selected using a maximum-variation sampling method. Data from focus group discussions will be coded and inductively analyzed using a thematic analysis approach. Finally, quantitative and qualitative results will be merged during interpretation to provide complementary perspectives. Results This paper describes and discusses the protocol for this mixed methods study, which will be completed in December 2021. This study was formally approved by the local ethics committee (CE/IPLEIRIA/22/2020) in Portugal and authorized by the Swiss Association of Research Ethics Committees, swissethics (CER-VD-2020-02889). Conclusions This research can contribute to the development of teaching tools and methods that reinforce positive mental health strategies, hope, and adaptive coping among students, and to the development of a class on mental health interventions in the context of catastrophic and traumatic events. This project will also help government stakeholders as well as health and education professionals safeguard the psychological well-being of students facing an expanding COVID-19 pandemic. International Registered Report Identifier (IRRID) PRR1-10.2196/28757

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“…Ceci engendre chez certains jeunes des périodes de grande vulnérabilité insuffisamment prises en considération ; mettre des mots sur les maux n'est pas toujours facile. Durant cette étape, d'importants risques de rupture existent face aux changements survenant dans la vie sociale et affective (Faye-Dumanget, Belleil, Blanche, Marjolet, Boudoukha, 2018). Ainsi, être étudiant révèle d'un véritable paradigme entre réussite aux examens et premières expériences de vie adulte (Marra, 2018).…”

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2020

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L’épuisement académique chez les étudiants : effet des variables sociodémographiques sur les niveaux de burn-out

Cited by 10 publications

References 14 publications

Academic stress and burnout among primary school trainee teachers in the Rabat-Sale-Kenitra region

Academic stress and burnout among primary school trainee teachers in the Rabat-Sale-Kenitra region

Psychological Impacts of the COVID-19 Pandemic Among Portuguese and Swiss Higher-Education Students: Protocol for a Mixed Methods Study

Réveil des talents à l’université et place de l’enseignant-coach

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