School climate and academic burnout in medical students: a moderated mediation model of collective self-esteem and psychological capital

Abstract

Background The study burnout of medical students is more and more serious, which directly affects the study style of university and the learning quality of students. This has aroused the high attention of researchers and universities. This study aimed to explore the mechanism of the influence of school climate on academic burnout among medical students in Chinese cultural context. Methods 2411 medical students (50.52% female; mean age = 19.55, SD = 1.41, rang = 17–24 years) were investigated with psychological environment questionnaire, collective self-esteem scale, psychological capital scale and academic burnout scale. The data were analyzed by using a moderated mediation model with SPSS and the Process 4.0 macro. Results The results revealed that: (1) school climate had a significant negative predictive effect on academic burnout among medical students controlling for gender, grade and age (B = -0.40, p < 0.001). (2) Collective self-esteem played a partial mediating role in school climate and academic burnout (indirect effect = -0.28, 95% CI = [-0.32,-0.25], accounting for 52.83%). (3) The first and second half of the indirect effect of school climate on medical students’ academic burnout were moderated by psychological capital (B = 0.03, p < 0.01; B = -0.09, p < 0.001).High level of psychological capital can enhance the link between school climate and collective self-esteem as well as the link between self-esteem and academic burnout. Conclusion Creating a good school atmosphere and improving the level of collective self-esteem and psychological capital are beneficial to improve the academic burnout of medical students.

Prevalence and correlates of imposter syndrome and self-esteem among medical students at Jazan University, Saudi Arabia: A cross-sectional study

“…Another reported 93.2% of surgical and medical residents in Makkah, Saudi Arabia, showed moderate to high imposter characteristics [ 39 ]. On the other hand, in Riyadh, the capital of Saudi Arabia, the prevalence of IS was shown to be 42.1% among King Saud University medical students [ 18 ]. While a recent Indian study found that 56.7% and 16.11% of students in medical colleges had IS and high SE, respectively [ 40 ].…”

“…Many stressors affect medical students, including social, medical school requirements and their fight for high achievements [ 13 – 17 ]. Moreover, the transition to the clinical years can be particularly challenging and cause students to suffer from low SE and confidence during this time [ 18 ]. As a result, they believe themselves to be less competent and intelligent than what they believe to be the case with their colleagues, teachers, parents, and society at large [ 18 ].…”

“…Moreover, the transition to the clinical years can be particularly challenging and cause students to suffer from low SE and confidence during this time [ 18 ]. As a result, they believe themselves to be less competent and intelligent than what they believe to be the case with their colleagues, teachers, parents, and society at large [ 18 ]. Therefore, medical school is demanding, and medical students are subjected more to low Self Esteem and Imposter Syndrome [ 19 ].…”

The relationship between mobile phone dependence and academic burnout in Chinese college students: a moderated mediator model

“…Alternatively, by examining the outcomes of cross-sectional and longitudinal research, it is feasible to ascertain a potential correlation between mobile phone addiction and depression among individuals (13). Moreover, the adverse psychological state experienced by college students can manifest itself through a pivotal measure known as academic burnout, which profoundly influences the quality of their studies as well as their overall physical and mental well-being (14).…”

Direct and indirect effects of father-child attachment on academic burnout in college students

“…Previous research has mainly focused on two aspects: individual internal factors and external environmental factors. Individual internal factors include factors such as professional commitment ( Lian et al, 2006 ), coping styles ( Shi et al, 2023 ), academic anxiety ( Gao, 2023 ), loneliness ( Gu et al, 2023 ), self-esteem ( Yu et al, 2023 ), achievement motivation ( Atik and Çelik, 2021 ), personality ( Lee et al, 2017 ; Kong et al, 2021 ), positive psychological capital ( Wang et al, 2021 ), psychological resilience ( Gong et al, 2023 ), self-efficacy ( Chen et al, 2023 ), and core self-evaluation ( Dortaj, 2021 ). External environmental factors include stress ( Watson et al, 2008 ; Gong et al, 2023 ; Shi et al, 2023 ), social support ( Ye et al, 2021 ; Fu, 2023 ), parental education anxiety ( Kai et al, 2022 ), parental supervision ( Affuso et al, 2017 ), and parent–child attachment ( Zhang et al, 2019 ).…”