Relationship between burnout levels and academic engagement in university students in the area of health during the Covid 19 pandemic
Main Article Content
Abstract
Introduction: Due to current health issues, the university educational system has had to migrate its classes to online format. This sudden change had consequences on lifestyles, daily routines and social behavior, which may affect mental health. Methods: A descriptive, correlational and cross-sectional study aimed at 676 university students from the Faculty of Health of the Autonomous University of Chile, Talca headquarters. The levels of burnout and academic commitment (engagement) were measured through the Maslach Burnout Inventory – Student Survey (MBI-SS) and the Utrech Work Engagement Scale for Students (UWESS-9). In addition, a self-created psychosocial profile and confinement levels questionnaire was applied. For associations, the Pearson correlation test was used and in the case of categorical variables, the Chi-square test was used. Results: A high burnout level was obtained (Me=74.07; DE=8.53) and a moderate academic engagement level (Me=31.94; DE=8.41). Online teaching obtained an average of 4.0; DE=1.3 being approved according to chilean standards. There is a significant negative correlation between burnout and academic engagement (p<0,05) and a positive correlation between perceived confinement and burnout levels, in which those who related a high confinement level (70.3%) showed a high burnout level. Conclussion: the mental health of university students should be an aspect to consider during the university experience in a period of confinement, in addition to establishing that stress (burnout) influences levels of academic commitment (engagement).
Downloads
References
Bonomi, F., & Islas, M. S. (2020). Ser estudiante en pandemia: Experiencias y problemáticas en la Facultad de Ciencias Exactas y Naturales de Mar del Plata. Boletín SIED, 2(2), 20-31. https://revista.sied.mdp.edu.ar/index.php/boletin/article/view/38
Chacaltana Linares, K. C., & Rojas Cama, L. F. (2019). Persistencia del síndrome burnout en internos de medicina en hospitales de Lima, Perú (año 2018).Investigación en educación médica, 8(32), 9-15. https://doi.org/10.22201/facmed.20075057e.2019.32.18129
Gil Villa, F., Urchaga Litago, J. D., & Sánchez Fernández, A. (2020). Percepciones y expectativas en el alumnado universitario a partir de la adaptación a la enseñanza no presencial motivada por la pandemia de COVID-19. Revista Latina De Comunicación Social, (78), 65–85. https://doi.org/10.4185/RLCS-2020-1470
Hederich-Martínez, C., & Caballero-Domínguez, C. (2016). Validación del cuestionario Maslach Burnout Inventory-Student Survey (MBI-SS) en contexto académico colombiano. Revista CES Psicología, 9(1), 1-15. https://revistas.ces.edu.co/index.php/psicologia/article/view/3511/2508
Jacobo-Galicia, G., Máynez-Guaderrama, A. I., & Cavazos-Arroyo, J. (2021). Miedo al Covid, agotamiento y cinismo: su efecto en la intención de abandono universitario. European Journal of Education and Psychology, 14(1), 1–18. https://doi.org/10.32457/ejep.v14i1.1432
Medina, G., Lujano, Y., Aza, P., & Sucari, W. (2020). Resiliencia y engagement en estudiantes universitarios durante el contexto del COVID 19. Revista Innova Educación, 2(4), 658–667. https://doi.org/10.35622/j.rie.2020.04.010
Naczenski LM, De Vries JD, van Hooff MLM, Kompier MAJ. (2017). Revisión sistemática de la asociación entre actividad física y burnout. J OccupHealth, 59 (6), 477-94. https://doi.org/10.1539/joh.17-0050-RA
Pérez C. y Parra P. (2010) Propiedades psicométricas de la escala de compromiso académico, UWES-S (versión abreviada), en estudiantes de psicología. Rev Educ Cienc Salud; 7 (2): 128-133
Ramírez, I., Jaliri, C., Méndez R., BERNARDA., y Orlandini, I. (2020). “Percepciones universitarias sobre la educación virtual”. Red de docentes IB, 1 (3), pp. 1-6. https://www.aacademica.org/ivonne.fabiana.ramirez.martnez/11
Salanova Soria, M., Martínez Martínez, I. M., Bresó Esteve, E., Llorens Gumbau, S., & Grau Gumbau, R. (2005). Bienestar psicológico en estudiantes universitarios: facilitadores y obstaculizadores del desempeño académico. Anales de Psicología, 21(1), 170-180. https://www.redalyc.org/articulo.oa?id=16721116
Salazar Gómez, J. F., Dolores Ruiz, E., Valdivia Rivera, M., Hernández Cárdenas, M., & Huerta Mora, I. R. (2021). Síndrome de burnout en estudiantes de educación superior tecnológica del campus Tierra Blanca en tiempo de covid-19. RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 11(22), e044. https://doi.org/10.23913/ride.v11i22.896
Ștefenel, D. & Neagoș, I. (2020). Measuring academic engagement among university students in Romania during Covid-19 pandemic. Thesis, 9 (2), 3-29. https://hrcak.srce.hr/250869
Tang, W., Hu, T., Hu, B., Jin, C., Wang, G., Xie, C., Chen, S., & Xu, J. (2020). Prevalence and correlates of PTSD and depressive symptoms one month after the outbreak of the COVID-19 epidemic in a sample of home-quarantined Chinese university students. Journal of affective disorders, 274, 1–7. https://doi.org/10.1016/j.jad.2020.05.009
Zis, P., Artemiadis, A., Bargiotas, P., Nteveros, A., & Hadjigeorgiou, G. M. (2021). Medical Studies during the COVID-19 Pandemic: The Impact of Digital Learning on Medical Students’ Burnout and Mental Health. International journal of environmental research and public health, 18(1), 349. https://doi.org/10.3390/ijerph18010349.