Academic burnout

Educational system of a country plays a key part in rearing a mentally and physically rich nation. The crucial role of teachers in the development of this system and training creative students is undeniable. Teacher creativity research has espoused the role of different factors, including teacher motivation, self-efficacy and burnout in creating more teaching creativity and increased teaching success. However, the findings of research in this regard are still inconclusive. The researchers in the current study embarked on probing the relationship between Iranian high school teachers" creativity on the one hand, and their motivation, self-efficacy and burnout, on the other. In so doing, 100 teachers were recruited as the study participants. To conduct the study, a set of questionnaires-Torrance"s (2008) test of creativity, Hackman and Oldham"s (1980) teacher motivation scale, Bandura"s (1997) teacher Self-Efficacy questionnaire, and Maslach and Jackson"s (1981) Burnout Inventory-were utilized. The results of the study showed that there is a significant positive correlation between teachers" motivation and self-efficacy, on the one hand, and their creativity, on the other. Moreover, a significant negative correlation was found between teacher burnout and creativity. The implications of the findings are discussed throughout the paper.

1. El problema objecte d'estudi
2. Justificació de la investigació
3. El context educatiu i els problemes psicosocials
4. Objectius de la investigació
5. Pla de treball
6. Cronologia de la investigació
7. Principis bioètics

II. Fonamentació teòrica
1. Introducció
2. Burnout i les organitzacions internacionals
3. Organismes europeus i la prevenció dels riscos laborals
4. Normativa
5. Estrès, ansietat i depressió
6. El burnout
7. Causes de la síndrome del burnout
8. Conseqüències de la síndrome del burnout
9. Tècniques d'afrontament del burnout
10. Engagement i resiliència
11. Conclusió

III. Mètode
1. Introducció
2. Disseny de la investigació
3. Hipòtesis
4. Instruments seleccionats
5. Marc geogràfic
6. La mostra
7. Permisos i selecció del personal col·laborador
8. Aplicació
9. Normes d'interpretació del MBI.

IV. Resultats
1.Introducció
2. Anàlisi estadístic de l'IES Porto Cristo
3. Anàlisi estadístic dels nou centres
4. Interpretació
5. Contrastació de les hipòtesis.
6. Conclusió de la investigació
7. Escola i salut.
8. Promoció de la salut
9. Escoles promotores de salut
10. Escoles saludables.
11. Comissió Escola Saludable a l'IES Emili Darder
12. Objectius del pla d'actuació contra el burnout
13. Pla de treball
14. Selecció del centre a desenvolupar el pla d'actuació
15. La comissió “Escola Saludable
16. Resultats
17. Conclusió

V. Discussió
VI. Conclusions i propostes

Referències bibliogràfiques
Annex I. Normativa Prevenció de Riscos Laborals.
Annex II. Denúncia Riscos Laborals per CCOO
Annex III. Acta Creació “Escola Saludable”
Annex IV. Grup de treball “Escola Saludable” pel CEP-Palma

В обзоре рассматриваются психофизиологические аспекты эмоционального выгорания. В классической многофакторной теории выгорания Кристины Маслач были рассмотрены её компоненты. Также обращено внимание на критический момент в появлении первых симптомов выгорания из несоответствия между персональным вкладом и полученным или ожидаемым вознаграждением в профессиональной деятельности. Психологический конструкт В.Бойко, включающий как симптомы эмоционального выгорания, так и показатели стресса, рассмотрен в продолжении дискуссии о соотношении понятий “стресс” и “эмоциональное выгорание”. Значение мотивации рассматривается через теорию самодетерминации, в соответствии с которой хроническая недостижимость базовых психологических потребностей приводит к развитию выгорания. Согласно «теории эмоционального диссонанса» выгорание связано с уменьшением эмоциональной регуляции. Возникающие трудности в идентификации собственных эмоций, указывают на алекситимию как независимый фактор риска выгорания. Анализ индивидуально-типологических и личностных детерминант эмоционального выгорания указывает на следующие личностные черты, предопределяющие формирование выгорания: нейротизм, тревожность, низкое самосознание, эмоциональная неустойчивость. Определена зависимость эмоционального выгорания от особенностей мотивационной, смысловой и коммуникативной сферы. Изучение нейрофизиологических механизмов находится на начальном этапе. Выявленные нейрофизиологические маркеры отражают нарушения в эмоциональной сфере, указывают на исключения эмоций из анализа информации.

The purpose of the present study is to determine whether teenagers' academic focus of control, education stress and school burnout levels predict their self-esteem at a statistically significant level or not. The research is conducted in general scanning model and the sample of the study consists of 620 high school students (296 girls and 324 boys). The scales that are used to collect the data are as follows: Self-Esteem, Academic Focus of Control, Education Stress and Secondary School Burnout. Findings show that, academic focus of control, education stress and school burnout are important predictors of self-esteem.

Introduction
The influence of burnout, academic engagement, and their interaction in dropout intention among medical students should be further studied. Current research shows its consequences are relevant, however, there is little understanding on burnout and academic engagement moderation in dropout intention. The current study tested a model that relates the effects of coping strategies, social support satisfaction, general distress on academic engagement, burnout, and dropout intention, on medical students.

Methods
Through an online survey a non-probabilistic sample of one Medical Faculty's 1st- and 2nd-year students was recruited. Cross-sectional data were collected using psychometric instruments (Maslach Burnout Inventory – Student Survey, Social Support Satisfaction Scale for College Students, Brief COPE Scale for College Students, University Student Engagement Inventory, and Depression, Anxiety and Stress Scale), sociodemographic and academic variables, and analyzed using structural equation modeling.

Results
532 students (76% response rate) enrolled in the study. Latent variables structural model presented a satisfactory fit to the data and confirmed the expected negative path between burnout and dropout intention (βDI<-SB=0.430; p<.001) and the latent moderation burnout x engagement (βDI<-SB*SE=-0.218; p<.001).

Conclusion
Academic engagement attenuates the impact of burnout on dropout intention, working as a protective factor. Social support satisfaction and adaptive coping are associated with increased levels of academic engagement, and general distress and maladaptive coping are associated with burnout. Medical Schools should develop interventions to prevent dropout intention, tackle students' stress and academic challenges, and develop their academic engagement levels.

Background and Objectives Thoughts and behaviors of university students are influenced by their expectations from the university and their perception of the university environment. If these expectations are not met, they may even consider quitting the university. The current study evaluated the relationship between students’ attitude toward the university and academic burnout, and examined the mediating role of academic procrastination. Methods The current cross sectional study was conducted on 384 students of Mazandaran University of Medical Sciences and Islamic Azad University, Sari Branch, who were selected using stratified random sampling based on the location of the university. The sample size was determined based on the specific population of the community. Data were collected using a standardized questionnaire on students’ attitude toward the university developed by Weinstein et al., which assessed their perception, expectations, emotions, and knowledge (PEEK). Additionally, the academic procrastination scale developed by Sevari, and the academic burnout questionnaire by Breso et al. were used. Data were analyzed using the independent t test, correlation coefficient test, and the path analysis method using repeated-measure regression models. Results A significant correlation was observed between the students’ attitudes toward the university and their academic procrastination (r = 0.298) and academic burnout (r = 0.491). There was significant relationship between the students’ attitudes toward the university and their academic burnout mediated by two dimensions of procrastination: intentional and mental and physical fatigue (P value < 0.05). Further, a comparison of the studied variables between the students of Mazandaran University of Medical Sciences and Islamic Azad University, Sari Branch, indicated significant differences in the students’ academic and personal aspects, in their attitude toward the university, and in their academic failure component as a factor of academic burnout; but no significant difference was observed regarding the other studied variables. Conclusions To promote the academic performance and psychological well-being of students, more attention should be paid to improving their attitudes toward the university in order to reduce and avoid academic procrastination and burnout.

- ESTER GONZÁLEZ CHICO
LOS RESÍDUOS RADIOACTIVOS II
09 – 28

- JOSÉ MANUEL CARMONA CONCHA
F.C.T. EN UNA EMPRESA ELÉCTRICA
30 – 37

- FRANCISCO CABALLERO DÍAZ
AFECTACIÓN DEL SÍNDROME DE ESTAR QUEMADO O BURNOUT EN LOS DOCENTES. MEDIDAS PREVENTIVAS Y DE INTERVENCIÓN ACTUALES
39 – 82

-    ANTONIO DADER GARCÍA
SISTEMA DIÉDRICO (TRADICIONAL Y DIRECTO). PROCEDIMIENTOS: GIROS
84 – 100

-    RAÚL SALCEDO MARTÍNEZ
ENTRADAS Y SALIDAS DIGITALES EN “ARDUINO”
102 – 108

-    ESTHER ROMERO CABALLERO
LA PSICOMOTRICIDAD EN LA ETAPA DE EDUCACIÓN INFANTIL
110 – 120

Tujuan utama kajian ini adalah untuk mengenal pasti tahap burnout, faktor peramal burnout,
kaedah menangani burnout dan tahap kepuasan kerja dalam kalangan pensyarah di Kolej
Komuniti Selandar (KKSL) dan Politeknik Melaka (PMK). Terdapat dua aspek dalam burnout
iaitu ketandusan emosi dan pencapaian peribadi manakala terdapat lima elemen yang
digunakan bagi mengukur tahap kepuasan kerja iaitu kepuasan terhadap kerja, gaji, kenaikan
pangkat, penyelia dan penyeliaan dan rakan sekerja di organisasi. Sampel terdiri daripada 82
orang responden terdiri dalam kalangan pensyarah KKSL dan PMK. Borang soal selidik
digunakan dan data dianalisis menggunakan perisian SPSS versi 23. Dapatan kajian
menunjukkan tahap burnout dan kepuasan kerja berada dalam tahap yang sederhana iaitu
nilai min di antara 2.366 – 2.988. Tahap burnout dari aspek pencapaian peribadi adalah
tinggi, manakala tahap kepuasan kerja yang tertinggi adalah dari aspek kenaikan pangkat.
Analisis diferensi menunjukkan tidak terdapat perbezaan yang signifikan antara institusi
pendidikan terhadap burnout dan kepuasan kerja iaitu nilai p>0.05. Dari aspek kepuasan
kerja, dapatan kajian menunjukkan secara keseluruhannya tahap kepuasan kerja kakitangan
akademik KKSL dan PMK adalah positif. Cadangan penambahbaikkan ialah pihak
pengurusan tertinggi seharusnya menyediakan keperluan ruang, peralatan dan peruntukan
kewangan yang sewajarnya bagi meningkatkan lagi tahap kepuasan bekerja di kalangan
pensyarah kolej komuniti dan politeknik.

Distress in online classrooms and problematic internet use are two issues that have caused student burnout and affected perceived learning during the COVID-19 pandemic. Given the high pressure placed on students throughout COVID-19, it is critical to understand the influence of problematic internet use (PIU), psychological stress, academic burnout, and resilience on perceived learning (PL). A cross-sectional analytical study was chosen to collect data from 350 learners pursuing undergraduate and postgraduate business/management degrees in Karnataka, India. The data were analyzed using SPSS (Statistical Package for Social Science) and Smart PLS 3. The present study reports a non-significant negative total effect of stress on PL, while there was a significant positive direct effect but a significant indirect negative effect of multiple mediators, namely PIU, burnout, and resilience. In the relationship between stress and PL, burnout has full competitive mediation, and the suppressive effect of burnout and resilience wipes out the beneficial benefit of stress on PL, resulting in reduced PL. As a societal problem, a change in educational policy and prevention strategies for students and organizations (reducing the number of courses, number of exams, and handling parental expectations) would be effective. Emotional intelligence to improve resilience, which assists students in sailing through a current challenging situation, and using IT for reducing negative and unexpected emotional outbursts should be encouraged.

This is a summary of a master thesis and its six chapters, 151 pages and 213 pieces of literature. This article examines the regulatory framework for managing psychosocial risks in the European Union, focusing on the implementation challenges of the Participatory Intervention from an Organizational Perspective (PIOP) model. Through a case study of a higher education institution in Austria, the study highlights the complexities of aligning organizational practices with European directives, such as the EU Framework Directive 89/391/EEC on Safety and Health at Work. The findings emphasize the importance of regulatory compliance and active stakeholder participation in overcoming the challenges inherent in psychosocial risk management. It is argued an analysis such as this can be used as a proxy to design and implement any kind of change in organisations, thus be a tool for managing change.

Working as a clinician in a conflict zone confronts them with unremitting demands on their time and skills, which in light of excessive workload, inadequate staff support and unstisfactory returns results in a lot of frustration and compromised pateint care. A survey was conducted on ...

La comunidad escolar y los conflictos que en ella se generan, están siendo objeto de preocupación, tanto por la sociedad como por la misma comunidad educativa. Los docentes tienen que dar respuesta a una sociedad cada vez más exigente con la educación, caracterizada por múltiples factores no solo educativos sino también sociales. Este amplio abanico de variables a los que se enfrenta el docente, está provocando cierto malestar por la aparición de múltiples problemas psicosociales como el síndrome de desgaste profesional o burnout. Presentamos una investigación intenta determinar la prevalencia de esta problemática psicosocial en los centros públicos de secundaria de las Illes Balears, a partir del estudio de tres variables: el cansancio emocional, la despersonalización y la realización personal, utilizando como instrumento el MBI de Maslach y Jackson.

Descriptive Survey Method has been adopted to collect the required data from the Principals of the Colleges of Education. In line with Stratified Random Sampling Technique, 50 Principals of Colleges of Education from three districts of Tamilnadu state have been chosen for the study. Burnout Inventory for Teachers (Balasubramanian and Abilash Babu, 2009) was used to collect the required data from the sample chosen with regard to Burnout scores. The sample is comprised of male and female Principals with the age range between 30+ and 50 and above working in rural and urban areas. Descriptive, differential and correlation studies have been adopted to analyze the data. It is found that there is significant difference at 0.05 level between the means on the scores of Depersonalization of the Principals of Colleges of Education located at rural and urban areas. The mean value of the Principals of the urban area has been found to be greater than that of the those of the rural area. Hence, it is concluded that locality of the college has certain influence on the Depersonalization of the Principals. It is also found that there is no significant difference between the means of the scores of the Principals of Colleges of Education on various dimensions of their Burnout irrespective of their sex and marital status as well as the locality and type of college of education. Hence, it is concluded that sex and marital status of the Principals and the location and type of the colleges have no significant influence on the different dimension of Burnout. It is also found that there is significant and positive correlation at 0.01 level among the scores of various components of Burnout of the Principals of Colleges of Education viz. Emotional Exhaustion, Depersonalization, Reduced Personal Accomplishment and the Burnout total score. Hence, it is concluded that there has been significant and positive correlation among the various components of Burnout of the Principals of Colleges of Education. It means that the sense of wearing out, the emotional separation from the clients and the feeling of not achieving the set goals among the Principals are mutually influencing the other. Higher in one component of Burnout will result higher in other components also.

Burnout is a negative situation that occurs triggered by chronic stress and leading to a reduction in
the individual's cynicism and personal accomplishment. Education, which has significant effects
on all stages of human life, may be exposed to situations that may pose barriers to success such as
burnout. Graduate students studying the problems they experienced were particularly dissertation
period, although in this case they caused the collapse spiritually may affect negatively their
success. Especially as natural sciences, production, intensive research and projects works, are
some of the problems identified which the students face during their research. In this study, the
Maslach Burnout Inventory was employed in analysing the data which was obtained from 241
students in Turkey; frequency analysis, factor analysis and t and reliability test analysis were the
analytical tools used. However; male student’s cynicism, in the course of work the students with
emotional burnout and those using cigarette where found to have more fatigue in their livings.

Increasing burnout in learners and related academic and health problems has made burnout a research topic. In this regard, the purpose of this descriptive study was to investigate the relationship between self-directed learning and academic burnout. The research method of the present study is correlational and the research sample includes 290 undergraduate and graduate students of Islamic Azad University, Ashkzar branch, who were selected by cluster sampling. Data were collected using motivational strategies for learning questionnaires by Pintrich and DeGroot (1990) and burnout of Bresso et al. (2007) and analyzed by simple statistical methods of correlation and stepwise regression. The results of the study: the ability of self-efficacy to predict the components of academic apathy and academic inefficiency negatively, the ability of internal value and self-regulation elements to predict all three components of burnout negatively and the ability of test anxiety to predict the components of academic fatigue And showed positive academic apathy. These results suggest training students in self-regulation skills to prevent the development of burnout in students.

The concepts of teacher efficacy and burnout have received significant consideration in teaching contexts recently which per se put premium upon teachers to ‎ become the center ‎ of attention in education since they play one of the most prominent roles in educational contexts (Abdollahzadeh & Rezaeian, 2011). Accordingly, the present study aimed to find out whether there would be any significant differences and correlations between Iranian EFL teachers " self-efficacy and burnout with English-related and non-English-related academic degrees. To this end, 120 Iranian English language teachers (100 female and 20 male) from different institutes in Gorgan, Aliabad and Gonbad in Golestan Province of Iran were selected as the participants of the study. Their ages ‎ ranged between 22 to 52 years. ‎ Half of them studied English-related majors whereas the other half ‎ studied non-English-related majors. They were selected through convenience sampling. Moreover, Tschannen-Moran and Woolfolk Hoy " s (2001) self-efficacy‎ and Maslach and Jackson " s (1981) burnout questionnaires ‎ were used as the instruments of the study. The design of the present study was correlational and ex post facto. Since the data were normally distributed, the Pearson product-moment correlation coefficient and independent samples t-test were conducted to assess the relationship and difference between variables of two groups. The results of independent samples t-test revealed that there was no significant difference in the scores of related and non-English-related majors " ‎ in self-efficacy and burnout. Moreover, the results of Pearson correlation indicated that there was a positive and significant correlation between EFL-majored teachers " self-efficacy and burnout. Additionally, there was no significant correlation between non-EFL-majored teachers " self-efficacy ‎ and ‎ burnout. The findings of the present study throw some light on broadening our concepts of self-efficacy and burnout which might affect teachers " performance in the classroom.

Background: Even though the concept of burnout has been widely explored across the globe, the evidence base on burnout among high school students in the South Asian context is scanty. Against the backdrop of ever-increasing educational demands and expectations, the present study was designed to determine the prevalence and correlates of burnout among collegiate cycle students in Sri Lanka. Methods: A school-based cross-sectional study was conducted among 872 grade thirteen students in 15 government schools in an educational zone, Kegalle district, Sri Lanka selected by a stratified cluster sampling technique. The validated Sinhala version of the 15-item Maslach Burnout Inventory-Student Survey (MBI-SS) was used to assess burnout. The adjusted prevalence of burnout was computed based on the clinically validated cutoff values using the " exhaustion + 1 " criterion. Multivariable logistic regression was carried out using backward elimination method to quantify the association between burnout and selected correlates identified at bivariate analysis at p value less than 0.05. Results: The response rate was 91.3% (n = 796). The adjusted prevalence of burnout among grade thirteen students was 28.8% (95% CI = 25.0–32.7%). Multivariable analysis elicited a multitude of statistically significant associations with burnout when controlled for other factors included in the model (p < 0.05). Perceived satisfaction related to the school environment (classroom and library facilities), school curriculum (scope, relevance, and difficulty of the subject content), study enthusiasm (preferred subject stream), study support (support from parents to teachers), and future expectations (personal and parental expectations) emerged as statistically significant negative associations with burnout , whereas having to encounter disturbances while studying and being subjected to bullying at school emerged as statistically significant positive associations with burnout. Conclusions: The burnout prevalence among grade thirteen students in the selected educational zone, Sri Lanka is high. Most of the significant correlates of burnout are directly related to the academic endeavours. It is recommended to strengthen the counseling services at the school level to rectify the problems related to burnout among collegiate cycle students in Sri Lanka.

Student leaders organize numerous activities that generate learning in support of strategic efforts and provide long-term programs that help to shape school policies. Consequently, it sometimes results in tiresome situations that could lead to academic burnout. With this, the researchers looked at the various factors that contribute to academic burnout of BatStateU Lemery and Balayan student leaders and their coping techniques. The study utilized a descriptive method and involved 98 student leaders. A research-based survey questionnaire was used as a data-gathering tool and employed percentage, chi-square, and Pearson r as statistical tools. Findings revealed that most of the student leaders of BatStateU Lemery and Balayan were 21-23 female 3rd year and linked with one organization. Academic burnout is prevalently influenced by emotional exhaustion specifically in terms of responding to urgent reports. Then, in depersonalization, burnout ignites when there was a lack of cooperation among others. Lastly, with reduced personal accomplishment, they struggled during unexpected outcomes out of the performance delivered. The majority looked at the positive aspects of the situations, calming down and recalibrating for improvement which fell under the problem-focused coping mechanism. More so it was found that there was no significant relationship between respondents' demographic profile and factors that influenced their academic burnout in reference to the three variables. However, emotion-focused coping had a significant relationship to emotional exhaustion while depersonalization and reduced personal accomplishment had no significance. Activities proposed for student leaders to aid the influencing factors of academic burnout, practice proper coping mechanisms to create an engaging and positive nature of service.

The debate on the centrality of professional counsellors in the institutions of higher learning has been on the rise in Kenya. This has been partly because of psychological health providers being actively involved in capacity building in the profession through counselling, training, consultancy and supervision of other counsellors and trainees, and because of their role in student behaviour management on campus. In spite of this pivotal role in the mental health of universities, few scholars have exerted discretionary effort to studying the work and wellness of the professional counsellors in higher learning. This paper presents research output on the influence of existential fulfilment on job burnout among professional counsellors in universities in Kenya, with the view to adding on the existing literature on helping the helper. The study was descriptive and utilized a cross-sectional survey design. The target population 193 professional counsellors in 75 universities in Kenya and a census was conducted in data collection. Data were obtained using the Existential Fulfilment Scale (EFS) and the Maslach Burnout Inventory (MBI-HSS). Data collected was quantitative, therefore descriptive and inferential statistics were used in analysis with the aid of SPSS-24. The response rate was 180 (94%). Existential fulfilment was moderate (EFS = 2.57; sd = 1.08) and job burnout was moderate (MBI = 2.2; sd = 1.77). In the final analysis, the findings of the study were that professional counsellors faced considerable burnout and in respect Human Resource Departments should strengthen staff psychological support programmes to militate against job burnout.

Background Academic burnout has several negative consequences such as decreased motivation, academic eagerness, and achievement among students. Objectives The current study aimed to investigate the relationship between basic psychological needs and academic burnout. Methods The current descriptive-correlational study was conducted among 233 students of Kashan University of Medical Sciences (140 females and 93 males) selected through stratified multistage sampling in the second semester of the 2016 - 2017 academic year. The participants responded to Breso Academic Burnout and Gagné Basic Psychological Needs questionnaires and provided their demographic information. Data were analyzed using SPSS (Version 22) using canonical correlation analysis. Results There was a significant negative correlation between academic burnout and autonomy (r = -0.296, P < 0.01), competence (r = -0.548, P < 0.01), and relatedness (r = -0.290, P < 0.01) needs. Canonical correlation coefficient was 0.61. The results of canonical analysis showed only one significant set of basic psychological needs and components of burnout. In addition, as psychological needs, especially the competence need, were satisfied more, the probability of academic burnout, especially in the academic inefficacy dimension, as the main component of academic burnout, was reduced. Conclusions The fulfillment of basic psychological needs, especially competence need, plays an important role in preventing academic inefficacy among students. Fulfilment of basic psychological needs in educational programs could be a protective factor against students' academic burnout and improve their academic performance.

Academic burnout is an occupational health syndrome with both psychological and physiological symptoms. It manifests as a debilitating and sometimes life-threatening condition when the extremely educated are under excessive social and occupational stress. Recent studies demonstrate that societal and economic changes have induced metamorphosis of the professoriate from a low-stress to a high-stress occupation. Our knowledge about the nature and incidence of burnout among professors in the United States comes largely from studies confined to specific institutions, medical schools, and research universities. Publication is probably the most obvious and obtainable signal of reduced research productivity, and it is closely connected with academic burnout. I shed light on the potential incidence of academic burnout in university faculty by examining the productivity of 612 tenured life science faculty members from non-doctoral granting departments at 76 regional state universities and liberal arts colleges distributed among 13 randomly selected states. Anything claimed to be a publication on a faculty member's CV or webpage, or via a Google Scholar query was accepted. This definition inflated publication counts making unpublished faculty more difficult to identify. Despite this, about 37% of tenured faculty went unpublished from 2008-2012. State jurisdictions averaged from 19% to 52% of faculty without publications. Departments awarding masters degrees had more published faculty than non-masters awarding departments. The large numbers of unpublished faculty during this five-year window constitutes a smoking gun suggesting that academic burnout (a.k.a., adrenal exhaustion) may be a widespread problem in American regional state universities and public liberal arts colleges. However, supporting psychological and physiological tests are needed to rule out or support definitively the role of academic burnout in the revealed publication patterns of faculty at these mid-tier schools. Institutions with low faculty publication rates should screen faculty to evaluate the degree to which burnout is present, regardless of teaching load. These results beg to question if immediate need exists for strategic implementation of college-wide, self-help programs to reduce the occurrence of stress-related disorders like academic burnout which may threaten the stature of American higher education.

The purpose of this study was to determine the mediating role of academic motivation's component in the relationship between psychological capitals with academic burnout of students. The study design was a descriptive correlational type and statistic population included all students of Islamic Azad University Tehran center and Tehran east branches and Islamic Azad University, Tehran Medical Branch in 2016-2017 first semester which through them in a multi-stage random sampling method 410 people were selected. The study tool included Academic Burnout Questionnaire (Berso, 1997), Academic Motivation Scale (Vallerand et al., 1992), and for Psychological Capital Questionnaire: Life Orientation Test (Scheier & Carver, 1991), Resilience Scale (Connor & Davidson, 2003) and Hope Scale (Snyder et al., 1991). The data were analyzed by structural equation modeling. Intrinsic academic motivation and academic amotivation negatively and significantly mediated the effect of psychological capital on academic burnout. It is suggested that to provide psychological capitals and a platform for the growth of talent for all students, and individuals have the incentive to work hard to achieve the goal.

Academic burnout can have serious consequences for university students. Students are prone to higher levels of stress and depression,
poorer academic performance, and attrition from university. It is
therefore important to investigate factors associated with these deleterious outcomes in order to assist educators develop effective programs to proactively address student well-being. The purpose of this
study was to explore the associations between emotional intelligence
(EI), student well-being, mindful self-care (MSC), and academic burnout.
A further aim was to investigate the mediating role of MSC in the EI-burnout relationship. A sample of 216 university students (167 females; 78%) 18 years and older (M = 35.57, SD = 11.59) completed a battery of questionnaires associated with life satisfaction, EI, MSC, and academic burnout. Results found that EI was positively associated with well-being and MSC and negatively associated with each dimension of academic burnout. A series of multiple regression mediation analyses found that MSC mediated the relationship between EI and the exhaustion and efficacy dimensions of academic burnout. However, MSC did not mediate the relationship between EI and cynicism. The findings of this study suggest that MSC may be an important factor for improving student well-being and protecting against academic burnout.

The present research was aimed to investigate predicting academic burnout based on alexithymia, negative emotions and self-esteem in university students. For this purpose, participants who were a group of 407 students of Kerman Islamic Azad University and were selected via multi-stage cluster sampling method; completed four scales including academic burnout, mental severity (negative emotions: depression, anxiety, and stress), alexithymia and self-esteem. Findings: Results of regression analysis showed that self-esteem negatively predicts all of academic burnout dimensions. Alexithymia, stress and self-esteem, positively predict academic apathy. In addition, alexithymia positively predict academic exhaustion and academic apathy. The results also showed that the anxiety does not significantly predict dimensions of academic burnout. Conclusion: findings indicate the role of self-esteem, alexithymia, stress and depression in academic burnout. As this phenomenon is an obstacle in the academic improvement pathway, it is necessary for educators to develop and apply special programs for preventing academic burnout while considering above mentioned variablesPurpose: The present research was aimed to investigate predicting academic burnout based on alexithymia, negative emotions and self-esteem in university students. For this purpose, participants who were a group of 407 students of Kerman Islamic Azad University and were selected via multi-stage cluster sampling method; completed four scales including academic burnout, mental severity (negative emotions: depression, anxiety, and stress), alexithymia and self-esteem. Findings: Results of regression analysis showed that self-esteem negatively predicts all of academic burnout dimensions. Alexithymia, stress and self-esteem, positively predict academic apathy. In addition, alexithymia positively predict academic exhaustion and academic apathy. The results also showed that the anxiety does not significantly predict dimensions of academic burnout. Conclusion: findings indicate the role of self-esteem, alexithymia, stress and depression in academic burnout. As this phenomenon is an obstacle in the academic improvement pathway, it is necessary for educators to develop and apply special programs for preventing academic burnout while considering above mentioned variables.

The purpose of this study was to develop a structural model of academic maladjustment based on educational injustice, burnout, academic deception and lack of self-efficacy. The research method was correlation in the form of structural equation modeling. The statistical population consisted of all students of Bu Ali Sina University in Hamadan in the academic year 1396-97. Measurement tools included Golparvar Educational Justice Questionnaire (2010), academic burnout of Bresu et al. (1998), Golparvar Academic Satisfaction Questionnaire (2010), Eun & Freeman Self-efficacy Questionnaire (2001), Baker and Seriak Academic Adaptation Questionnaire (1984). Research data were analyzed using structural equation modeling through AMOS statistical software. The results showed that the structural equation modeling of the relationships between educational injustice, inefficiency, burnout and academic deception has a good fit in explaining academic maladjustment. These findings suggest that controlling educational injustice can be an effective and useful step in reducing burnout, deception, inefficiency, and academic maladjustment.

Background & Objective: There has been growing recognition that medical students interns residents and practicing physicians across many specialties are prone to burnout with recent studies linking high rates of burnout to adverse mental health issues The aim of this study was to examine factors affecting academic burnout among medical students and investigate the association between achievement goals and its dimensions academic selfefficacy and academic procrastination in the form of a causal model Methods: For this purpose 174 students (98 in the clinical stage and 76 in the preclinical stage) of Shiraz University of Medical Sciences (Iran) were selected based on Cochrans Formula and through simple random sampling The data collection tools consisted of the Maslach Burnout InventoryStudent Survey (MBISS) Achievement Goal Questionnaire (Elliot and McGregor) Academic SelfEfficacy Scale (Midgley et al) and Academic Procrastination Scale (Savari) To analyze the data path analysis and the Pearson correlation coefficient were used Results: The resulting path models indicated that academic burnout had significant negative relationships with mastery achievement goal performanceapproach and academic selfefficacy but it had significantly positive relationships with academic procrastination and performanceavoidance It was also found that achievement goals had impact on academic burnout through academic procrastination and selfefficacy The explained variance of academic burnout was 061 Conclusion: It was found that achievement goals and academic selfefficacy had significant effects on academic procrastination and burnout Thus it is suggested that those involved in education provide the students with situations in which they can achieve a higher sense of empowerment in learning so that they become more engaged in their academic work and be less likely to experience burnout

Background & Objective: Nurses experience numerous stressors Nursing students despite their limited experience are forced to face many stressors and this will cause academic burnout among them Resiliency has a key role in the reduction of negative consequences and increasing of positive consequences of stress and thus can impact academic burnout This study was performed to determine the relationship between resiliency and academic burnout in nursing students of Kerman University of Medical Sciences Iran Methods: This descriptivecorrelational study was conducted on 161 nursing students Demographic characteristics form the ConnorDavidson Resilience Scale (CDRISC) and Academic Burnout Questionnaire (Breso et al) were used to collect data The results were analyzed using Pearson correlation coefficient independent ttest and ANOVA in SPSS software P < 005 was considered as the significant level Results: In this study 154 (957%) participants were 1924 years old of whom 627% were women and 373% were men The mean scores of academic burnout and resiliency were 4156 ± 865 and 6632 ± 1157 respectively The results of Pearson correlation coefficient indicated an inverse statistical correlation between academic burnout and resiliency (r = 026 P = 0001) Conclusion: In the present study a significant relationship was observed between academic burnout and resiliency among nursing students of Kerman University of Medical Sciences‎ Students with higher resiliency reported lower academic burnout

Calafell were invited to discuss their experiences with activism in the academy. They discuss what's at stake and the costs (both emotional and financial) as well as issues of trauma and burnout. E rsula Ore (EO): So, we were beginning to talk about trying to get oriented in our conversation about activism in the academy and you were mentioning how a particular question regarding activism and survival resonated with you, could you say more about that? Bernadette Calafell (BC): Yeah, I will say that for me the activism-I've always felt it and I've always done it. But it really became a very strong part of my being when I entered the academy, dealing with microaggressions, racialized sexual harassment, and fighting that. So, one of the things I always go back to is that bell hooks talks about coming to theory to understand what she was going through. 1 And for me, it's like the theory and the practice in the activism right there. From fighting that, the thing I've learned at every institution I've been at is the moment that you decide to take that activist stand, that's the moment where you've pretty much got to

Artist's Book
18cm x 23 cm artist's book with 70 pages Reproduced from a visual diary (sketchbook) drawn daily during October. The original sketchbook is a vintage German 'home comments' book. The illustrations were created using red and blue; Posca pens; Lamy fountain pens; coloured pencils; pastels; index cards and rubber stamps. The visual diary was a direct response to emotions experienced throughout the week and visualised.

Working as a clinician in a conflict zone confronts them with unremitting demands on their time and skills, which in light of excessive workload, inadequate staff support and unstisfactory returns results in a lot of frustration and compromised pateint care. A survey was conducted on ...

Academic burnout creates feelings of helplessness, irritability, and disappointment in students, which subsequently dwindles away their motivation, performance and academic achievement. Therefore, it is very important to identify the contributing factors to students’ academic burnout in order to provide strategies and solutions for reducing them. The objective of this study is to investigate the factors affecting academic burnout among students of state-run universities in Iran’s higher education system. In this study, the qualitative method of content analysis was used. The population of the study was comprised of two main groups (students and professors) of the state universities of Iran in 2017, which were identified by the snowball sampling method. After two semi-structured group interviews with students (21 persons) and professors (10 people) and 6 individual interviews with professors and 14 individual interviews with students of the country's higher education system, including 31 provinces in 1396, data saturation achieved. Obtained data were coded and classified by using conventional content analysis. The results of the research showed that the main components of the conceptual model of the contributing factors on academic burnout of the students are: inefficiency of education, cultural factors, scientific fraud, education economics, family problems, academic and behavioral weaknesses of faculty, infrastructure problems were supportive-motivational factors and personality traits. The findings of this study provide good results for helping policymakers, planners and educators of Iran's higher education system to reduce academic burnout among students.

Резюме: Одним з феноменів особистісної деформації є емоційне вигоряння (ЕВ). Синдром емоційного вигорання (СЕВ) може виникнути під час навчання у студентів і стати перепоною в його процесі. СЕВ уражує до 40% молодих людей (студентів), які навчаються. Складові навчання: соціальне порівняння та оцінки, незадоволення процесом та результатом навчанням, почуття несправедливості в оцінюванні знань, невиправдані надії, складнощі в комунікації є чинниками емоційного вигорання.

Мета. Визначити наявність та вплив негативних чинників на можливість розвитку емоційного вигорання у студентів вищих навчальних закладів.

Матеріали і методи. Проведено одномоментне (поперечне) дослідження. Для поширення анкети обрані популярні серед студентів соціальні мережі – Telegram, Instagram. Зокрема, форма для опитування була розіслана у таких чатах як НМУ, КТ-18, ЛНТУ students, бесіди студентів НМУ імені О.О. Богомольця, Національного університету «Львівська політехніка» та Київського університету імені Бориса Грінченка.

Результати. При аналізі даних відповідно профілю ВНЗ і року навчання звертає увагу збільшення відсотку студентів за профілем медицина, стоматологія, фармація, згідно років навчання, які змушують себе працювати (вчити предмети) попри втому. Це другий курс – 8,33%, третій курс – 23,86%, і п’ятий курс 25%. Кількість таких студентів за профілем навчання філології має тенденцію до зменшення з 100% на третьому курсі до 25% на четвертому курсі. Кількість студентів на третьому курсі, які стараються вчитися попри втому, за профілем навчання економіка, філологія та менеджмент і маркетинг більша ніж серед студентів, які вчаться за профілем медицина, стоматологія, фармація. Відповідно 33,3%, 100%, 28,5% проти 23,8%.

Висновки. На підставі отриманих результатів можна зробити висновок, що з кожним роком навчання зростає відсоток студентів, які відчувають себе пригніченими через труднощі в навчанні; які відчувають втому і небажання вчитись – вищий на старших курсах. Виявлено на старших курсах серед студентів, які відчувають хронічну втому, має місце вживання психоактивних речовин. Серед опитаних студентів високий відсоток ймовірного ризику розвитку синдрому емоційного вигорання. Уточнено, що відсоток ймовірного ризику розвитку СЕВ підвищується з кожним курсом навчання. З’ясовано, що у студентів медичного університету раніше за інших студентів з’являється відчуття хронічної втоми та потреба додаткової мотивації у навчанні. Найменш схильними до розвитку емоційного вигорання виявились студенти, що вивчали комп’ютерні науки.

Background & Objective: There has been growing recognition that medical students, interns, residents, and practicing physicians across many specialties are prone to burnout, with recent studies linking high rates of burnout to adverse mental health issues. The aim of this study was to examine factors affecting academic burnout among medical students and investigate the association between achievement goals and its dimensions, academic self-efficacy, and academic procrastination in the form of a causal model. Methods: For this purpose, 174 students (98 in the clinical stage and 76 in the preclinical stage) of Shiraz University of Medical Sciences (Iran) were selected based on Cochran’s Formula and through simple random sampling. The data collection tools consisted of the Maslach Burnout Inventory-Student Survey (MBI-SS), Achievement Goal Questionnaire (Elliot and McGregor), Academic Self-Efficacy Scale (Midgley et al.), and Academic Procrastination Scale (Savari). To analyze the data...

The aim of this research is to assess the model of academic burnout based on social problem-solving skills, psychological capital, academic conscience, and seeking academic help as well as determine the proposed theoretical model fit with the real data. This study is a descriptive-correlational research with an emphasis on possible causal relationships based on structural equation modeling. The population included senior high school students studying science in their fourth year in the first district of Ardabil during 2016-2017 school year. We used proportional stratified random sampling. The sample size was determined to be 291 participants using Morgan Table. The instruments included “Salmela-Aro and Naatanen’s Academic Burnout Questionnaire”, “D'Zurilla and Nezu’s Social Problem-solving Skills Inventory”, “Luthans’s Psychological Capital Questionnaire”, “Ilroy and Bunting’s Academic Conscience Questionnaire” and “Ryan and Pintrich’s Academic Help-Seeking Scale”. The results consistent with the hypotheses showed that adaptive social problem-solving skills had negative effect on academic burnout. Maladaptive social problem-solving skills and psychological capital had positive effect on academic burnout. In addition, the negative effect of seeking academic help as a mediator in the relationship between adaptive social problem-solving skills and academic burnout was confirmed. Furthermore, the positive effect of seeking academic help as a mediator in the relationship between maladaptive social problem-solving skills and academic burnout was confirmed. Academic conscience, as the mediator between psychological capital and academic burnout, was found to have an indirect and negative effect. And finally, the model with the experimental data from the study has a good fit.

The debate on the centrality of professional counsellors in the institutions of higher learning has been on the rise in Kenya. This has been partly because of psychological health providers being actively involved in capacity building in the profession through counselling, training, consultancy and supervision of other counsellors and trainees, and because of their role in student behaviour management on campus. In spite of this pivotal role in the mental health of universities, few scholars have exerted discretionary effort to studying the work and wellness of the professional counsellors in higher learning. This paper presents research output on the influence of existential fulfilment on job burnout among professional counsellors in universities in Kenya, with the view to adding on the existing literature on helping the helper. The study was descriptive and utilized a cross-sectional survey design. The target population 193 professional counsellors in 75 universities in Kenya and ...