Student burnout: a prediction model through structural equations modeling

Abstract

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Burnout is a significant risk factor that can negatively impact student´s academic performance and wellbeing. Coping, resilience, self-efficacy, and optimism have been studied in previous research as protective factors against burnout, but they have been studied separately, with no models testing for shared variance and potential mediation effects. This study aimed to do so. A total of 330 students completed measures of burnout, coping, self-efficacy, optimism, and resilience. Bivariate correlations were obtained, and a prediction model was tested using Structural Equations Modeling (SEM). This model showed and adequate fit to data and explained 24%, 22%, and 38% of the variance in the burnout dimensions of Emotional Exhaustion, Cynicism, and Academic Efficacy, respectively. The model indicates that students who perceive that they usually bounce back in the face of adversities (i.e., are resilient), are usually more optimistic about their future and feel more self-efficacious, tending to make more use of coping strategies such as positive reframing and planning, which in turn prevents them from feeling emotionally exhausted and becoming cynic, and increases their levels of academic efficacy. Thus, Resilience, Optimism, Self-efficacy, Positive Reframing, and Planning appear to have a protective role against burnout. The results contribute to clarify the association between Resilience, coping strategies, Optimism, and Self-efficacy as influencing variables that prevent Emotional Exhaustion and Cynicism while also improving Academic Efficacy levels. In summary, the evidence obtained from the present study suggests that these variables may act as protective factors against stressful situations derived from the university studies.