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Face the Burnout! Link Between Academic Burnout, Facebook Use Motives and Importance, and Facebook Intrusion: A Longitudinal Study

100%
Tomaszek K., Muchacka-Cymerman A.
Roczniki Psychologiczne
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2022
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vol. 25
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issue 3
251-270
EN
The association between problematic internet use and school burnout among adolescents so far has not gained sufficient attention. Only a few studies have been conducted about social media overuse and burnout syndrome in an educational context. The main goals of the current study were (1) to examine the mediation role of Facebook (FB) motives on the relationship between academic burnout and FB intrusion, and (2) to test the validity of the cycle. A two-wave study was carried out (measurement at the beginning, Time 1, and at the end of the semester, Time 2) in a sample of 115 university students from Poland. The Maslach Burnout Inventory for Students, the Facebook Intrusion Scale, and the Facebook Motives and Importance Scale were used. The Time 1 burnout indicators did not significantly predict Time 2 FB intrusion, however Time 2 exhaustion and Time 2 Personal importance of FB explained 57% of the variances in Time 2 FB intrusion. Time 1 Personal importance explained 21% of the variances in Time 2 FB intrusion. The predictive capacity of academic burnout on FB intrusion appeared to exist only if we consider the motives and importance of FB. Moreover, the social motives and personal importance of FB appear to be critical to breaking the mutually reinforcing academic burnout–FB intrusion cycle.
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The Relationship of Academic Burnout and Academic Stress with Academic Self-Efficacy among Graduate Students

100%
Safarzaie H., Nastiezaie N., Jenaabadi H.
The New Educational Review
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2017
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vol. 49
65-76
EN
This study aimed to examine the relationship of academic burnout and academic stress with academic self-efficacy among graduate students. 307 graduate students at the University of Sistan and Baluchestan (140 female and 167 male students) were selected as a sample using the stratified random sampling method. The subjects were evaluated by questionnaires on academic burnout, academic stress, and academic self-efficacy. Data was analyzed using one-sample t-test, Pearson’s correlation coefficient, and simultaneous regression analysis. Results revealed that academic burnout was significantly related to academic self-efficacy among the students, in the way that an increase in academic burnout among the students led to a decrease in their academic self-efficacy. Moreover, academic stress was significantly related to academic self-efficacy, in the way that an increase in academic stress among the students led to a decrease in their self-efficacy.
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Affective Structures among Students and Their Relationship with Academic Burnout

88%
Pourghaz A., Marziyeh A., Bikar S.
The New Educational Review
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2017
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vol. 50
47-55
EN
The presented study aimed to determine the relationship between affective structures and academic burnout among male and female third grade high school students in Zahedan in the 2016/2017 school year. The descriptive-correlational study had a sample including 362 students selected with the use of a multistage cluster sampling method. To collect data, the Academic Burnout Questionnaire (Berso et al., 1997) and Positive and Negative Affect Schedule (Watson et al., 1988) were used. Results of the present study indicated that positive affect was significantly and diversely related to the subscales of academic burnout (academic fatigue, academic apathy, and academic inefficiency). Moreover, negative affect was significantly and directly related to all the subscales of academic burnout. Results of an independent t-test demonstrated that there were no significant differences between the male and female students with regard to positive and negative affects. However, academic burnout was higher among the male students compared to their female counterparts. Furthermore, results of a stepwise regression analysis showed that in the first step, positive affect alone predicted 22% of the variance in academic burnout and in the second step, negative affect increased the power of predicting academic burnout to 28%. Given the predictive power of affect, it can be effectively applied to prevent academic burnout.
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Construction and validation of the Areas of Academic Life Scale to measure organizational risk factors for student burnout

75%
Chirkowska-Smolak T., Piorunek M., Garbacik Ż.
International Journal of Occupational Medicine and Environmental Health
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2023
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vol. 36
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issue 6
798-811
EN
Objectives Academic burnout poses a challenge to the educational process. Higher education institutions have responsibilities similar to the ones of management in business settings. These institutions are responsible for creating conditions conducive to development and, as such, may be interested in verifying the presence of student burnout and pinpointing its causes. The purpose of this study was to answer these needs and develop a scale to measure the effect of organizational factors that may predict student burnout. Material and Methods This paper reports the results of a study conducted on a sample of Polish students (N = 659) to construct and validate a multidimensional measure of organizational factors impacting academic burnout, focusing on students. For background purposes and as a starting point, the authors used the concept of the areas of worklife by Ch. Maslach and M. Leiter, who identified 6 areas of the work environment that affect the relationships people develop with their work, i.e., workload, control, reward, community, fairness, and values. Results The authors assessed the factor structure, reliability, and construct validity and performed confirmatory factor analysis of the new scale to measure 6 areas of academic life. Given the results of this study, the scale can be recommended as an adequate tool to measure organizational (academic) factors of burnout in students. Conclusions The authors have validated the final scale, which can be used to advance the understanding of the academic burnout phenomenon.
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Academic burnout among management courses students while distance learning during Covid-19 pandemic (survey report)

63%
Bortnowska H., Seiler B., Noskowska A.
Edukacja Dorosłych
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2021
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vol. 2(85)
71-85
EN
The development of Covid-19 pandemic forced mass use of distance learning in the school system, including higher education. The rapid change and related consequences may contribute to the so-called academic burnout. The fol- lowing research questions are stated in the article: to what extend did management courses students experience academic burnout while distance learning during the Covid-19 pandemic? How did distance learning change their academic burnout? Did the mode of study (full-time/external) differentiate students’ opinions? The subject of the study comprised of 172 randomly chosen students of management courses, i.e. Management, Economics and Logistics. A technique of an online survey was made use of, using a compartmentalised and standardised survey questionnaire, including The Oldenburg Burnout Inventory questionnaire – student version (The OLBI-S). It was demonstrated that in the majority of subjects academic burnout increased while distance learning during Covid-19 pandemic. A slightly higher level of burnout was detected in the case of ‘exhaustion’ than ‘disengagement’ scale. Moreover, differen- ces between full-time and external students were noticed, as in general a higher level of burnout characterised the former category of respondents.
PL
Rozwój pandemii Covid-19 wymusił masowe zastosowanie nauki zdalnej w szkolnictwie, w tym szkolnictwie wyższym. Gwałtowna zmiana i związane z nią konsekwencje mogą przyczyniać się do tzw. wypalenia akademickiego. W artykule postawiono następujące pytania badawcze: w jakim stopniu studenci kierunków menedżerskich odczuwali wypalenie podczas nauki zdalnej w trakcie pandemii Covid-19? Jak nauka zdalna zmieniła ich wypalenie? Czy tryb studiów (dzienny/zaoczny) różnicował opinie studentów? Podmiotem badań było 172 losowo dobranych studentów kierunków menedżerskich, tj. zarządzania, ekonomii i logistyki. Posłużono się techniką ankiety internetowej, stosując skategoryzowany i wystandaryzowany kwestionariusz ankiety, w tym kwestionariusz The Oldenburg Burnout Inventory – wersje dla studentów (The OLBI-S). Wykazano, że u większości badanych wypalenie studiami zwiększyło się podczas nauczania zdalnego w okresie pandemii Covid-19. Stwierdzono nieco wyższy poziom wypalenia w przypadku skali ‘wyczerpanie’ niż ‘brak zaangażowania’. Dostrzeżono także różnice pomiędzy studentami dziennymi i zaocznymi, gdzie generalnie wyższy poziom wypalenia cechował tę pierwszą kategorię badanych.
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Wypalenie akademickie. Właściwości psychometryczne polskiej wersji Oldenburskiego Kwestionariusza Wypalenia – wersja dla studentów (OLBI-S). Badania wstępne

63%
Strzelecki D. D.
Edukacja Dorosłych
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2023
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vol. 2(89)
131-150
PL
Zjawisko wypalenia akademickiego staje się coraz bardziej zauważalne i przyciąga wzmożone zainteresowanie badaczy na całym świecie. Pomimo rosnącej liczby rozpraw poświęconych temu problemowi niewiele uwagi zwrócono na kwestię rozwijania narzędzi pomiarowych do oceny wypalenia akademickiego, zwłaszcza na gruncie polskim. Celem niniejszego artykułu jest przedstawienie wy-ników badań pilotażowych (wstępnych) polskiej adaptacji Oldenburskiego Kwestionariusza Wypalenia w wersji dla studentów (OLBI-S). Badanie obejmowało 204 uczestników (M = 20,8; SD = 21,00). Wyniki wstępnych prac nad polską wersją OLBI-S, przedstawione w artykule, wskazują, że narzędzie to spełnia podstawo- we kryteria psychometryczne dla badań naukowych. Obie podskale wykazują za- dowalające wskaźniki rzetelności (wyczerpanie: α = 0,83; brak zaangażowania: α = 0,77). Trafność została potwierdzona poprzez korelacje wyników OLBI-S z innym narzędziem do pomiaru wypalenia oraz kwestionariuszem do badania zaangażowania w działania znaczące.
EN
The phenomenon of academic burnout is becoming increasingly noticeable and is attracting increased interest from researchers worldwide. It is noteworthy that despite the growing number of studies on this problem among students, little attention has so far been paid to the development of measurement tools to assess this phenomenon, especially on the Polish ground. The aim of this article is to present the results of a pilot (preliminary) study of the Polish adaptation of the Oldenburg Burnout Questionnaire in the version for students (OLBI-S). The study included 204 participants (M = 20.8; SD = 21.00). The results of preliminary research on the Polish version of the OLBI-S, presented in the article, indicate that the tool meets the basic psychometric criteria for scientific research. Both subscales show satisfactory reliability indices (exhaustion: α = 0.83; disengagement: α = 0.77). Relevance was confirmed by correlations of OLBI-S scores with another tool to measure burnout and a questionnaire to measure engagement in meaningful activities.
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Samoocena i zaspokojenie podstawowych potrzeb psychologicznych jako predyktory wypalenia akademickiego wśród studentek pedagogiki specjalnej

63%
Strzelecki D.
Edukacja Dorosłych
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2022
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vol. 2(87)
95-112
PL
Wypalenie akademickie to złożone zjawisko, które szkodliwe jest dla dobrostanu jednostki. Zgodnie z dotychczasowymi doniesieniami badawczymi coraz częściej dostrzega się wysoki poziomu objawów wypalenia studentów. Celem przeprowadzonych badań była próba empirycznej diagnozy zjawiska wypalenia akademickiego studentek pedagogiki specjalnej, a także określenie siły i kierunku związków pomiędzy poszczególnymi komponentami wypalenia akademickiego, samooceną a zaspokojeniem trzech podstawowych potrzeb psychologicznych (autonomii, kompetencji, relacji). W badaniach zastosowano metodę sondażu diagnostycznego. Wykorzystane narzędzia badawcze to: OLBI-S, skala SES Rosenberga oraz polska wersja BPNSFS. W rezultacie wykazano związki pomiędzy samooceną a wypaleniem akademickim oraz wypaleniem akademickim, a zaspokojeniem potrzeby autonomii oraz kompetencji. Na podstawie otrzymanych wyników badań można wywnioskować, iż adekwatnie wysoki poziom samooceny i zaspokojenia podstawowych potrzeb psychologicznych – szczególnie potrzeby autonomii i kompetencji, może przyczyniać się do obniżenia poziomu wypalenia akademickiego studentek pedagogiki specjalnej.
EN
Academic burnout is a complex phenomenon that is detrimental to individual well-being. According to previous research reports, a high level of burnout symptoms in students is increasingly recognised. The aim of the study was to attempt an empirical diagnosis of the phenomenon of academic burnout in female special education students, as well as to determine the strength and direction of the relationship between the individual components of academic burnout and self-esteem, and the satisfaction of the three basic psychological needs (autonomy, competence, relatedness). The research implemented the method of diagnostic survey. The research tools used were: OLBI-S, Rosenberg’s SES scale and the Polish version of the BPNSFS. As a result, relationships between self-esteem and academic burnout as well as academic burnout and satisfaction of the need for autonomy and competence were demonstrated. Based on the research findings, it can be concluded that adequately high levels of self-esteem and satisfaction of basic psychological needs – especially the need for autonomy and competence – may contribute to lowering the level of academic burnout among female special education students.
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