The mediating role of academic self-concept in the relationship between burnout and life satisfaction

Authors

DOI:

https://doi.org/10.31637/epsir-2024-566

Keywords:

burnout, satisfaction, self-concept, structural equations, indirect effect, university students, quality of life, wellbeing

Abstract

Introduction: The purpose of this article is to demonstrate whether academic self-concept mediates the relationship between burnout and life satisfaction in students at the Universidad Politécnica Estatal del Carchi. Methodology: Effective participation from tion of 502 students was gathered. The information was analyzed using structural equation modeling and the Monte Carlo method was used to test the mediation effect. Results: The main findings indicate that burnout is negatively related to both academic self-concept and life satisfaction. It was also found that the indirect effect of self-concept on the relationship between burnout and life satisfaction was statistically significant. Discussions: This is a partial mediation that confirms that personal resources (such as self-concept) can mitigate the negative effects of burnout on life satisfaction; however, more studies are needed to control other variables such as the type of student activities that generate burnout. Conclusions: Burnout is a problem with serious implications for student´s health; therefore, university decision-makers should consider their student welfare policies.

Downloads

Download data is not yet available.

Author Biographies

Jeaneth Bastidas, Universidad Politécnica Estatal del Carchi

Master’s in Executive Business Management with an Emphasis in Strategic Management, Regional Autonomous University of the Andes. (Universidad Regional Autónoma de los Andes). Master’s in Curriculum Design and Educational Evaluation, Technical University of Ambato. (Universidad Técnica de Ambato). Specialist in Project Management, Regional Autonomous University of the Andes. (Universidad Regional Autónoma de los Andes). Diploma in Marketing Management, Regional Autonomous University of the Andes. (Universidad Regional Autónoma de los Andes). Advanced Diploma in Competency-Based Curriculum, Technical University of Ambato. (Universidad Técnica de Ambato). Agroindustrial Engineer, Technical University of the North. (Universidad Técnica del Norte). Currently Teacher at the State Polytechnic University of Carchi. (Universidad Politécnica Estatal del Carchi)

Tanya Cárdenas, Docente Unidad Educativa Ibarra

Master's in Applied Linguistics to Bilingual Spanish-English Teaching Catholic University of Ecuador ( Pontificia Universidad Católica del Ecuador) Bachelor's Degree in Education Sciences with a Specialization in Languages. Catholic University of Ecuador (Pontificia Universidad Católica del Ecuador) Technologist in Bilingual Executive Secretariat, Catholic University of Ecuador. (Universidad Católica del Ecuador) Bachelor's Degree in Social Communication, National University of Loja. (Universidad Nacional del Loja) She served as an AB Initio Teacher, International Baccalaureate, Unified, General Baccalaureate, and Technical Area at Ibarra Educative Unit. (Unidad Educativa Ibarra)
Former Contributor to Interdiario "La Prensa" with Opinion Articles. In the field of university teaching, she has been a professor at the Pontifical Catholic University of Ecuador Tulcán Extension, ( Pontificia Universidad Católica del Ecuador Extensión Tulcán), State Polytechnic University of Carchi, ( Universidad Politécnica Estatal del Carchi), Pontifical Catholic University of Ecuador Ibarra Campus, ( Pontificia Universidad Católica del Ecuador Campus Ibarra), and Technical University of the North (Universidad Técnica del Norte) in the Master's programs.

Gisselle Cárdenas, Universidad Politécnica Estatal del Carchi

Master's in Marketing from the University of the Armed Forces (Universidad de las Fuerzas Armadas -ESPE), Ecuador. Advanced Diploma in Implementation and Quality Management with ISO Standards.
Bachelor's Degree in International Trade from the Pontifical Catholic University of Ecuador. (Pontificia Universidad Católica del Ecuador). She served as Financial Director at the Pontifical Catholic University of Ecuador Santo Domingo Campus.(Pontificia Universidad Católica del Ecuador Campus Santo Domingo). In the field of teaching, she has been a professor at the Pontifical Catholic University of Ecuador Ibarra Campus, (Pontificia Universidad Católica del Ecuador Campus Ibarra), The Pontifical Catholic University of Ecuador Santo Domingo Campus, (Pontificia Universidad Católica del Ecuador Campus Santo Domingo) and the State Polytechnic University of Carchi, Ecuador. (Universidad Politécnica Estatal del Carchi).

Ana Mora, Universidad Politécnica Estatal del Carchi

Master's in Financial Management and Administration, International University of La Rioja (UNIR). (Universidad Internacional de la Rioja). Specialist in Big Data in Finance, International University of La Rioja (UNIR). (Universidad Internacional de la Rioja). Bachelor's Degree in Finance, Central University of Ecuador. (Universidad Central del Ecuador). Currently a Teacher at the State Polytechnic University of Carchi. (Universidad Politécnica Estatal del Carchi)

Evelyn Curiel, Universidad Politécnica Estatal del Carchi

Master's in Economics from the Complutense University of Madrid. (Universidad Complutense de Madrid)
Economist from the Central University of Ecuador. (Universidad Central del Ecuador). Lawyer from the National University of Loja. (Universidad Nacional de Loja). Manager of ECOPRAL Cia Ltda and Full Professor at the State Polytechnic University of Carchi. (Universidad Politécnica Estatal del Carchi).

References

Alghtany, S., Madhuvu, A., Fooladi, E., y Crawford, K. (2024). Assessment of academic burnout and professional self-concept in undergraduate nursing students: A cross-sectional study. Journal of Professional Nursing, 52, 7-14. https://doi.org/10.1016/j.profnurs.2024.03.003 DOI: https://doi.org/10.1016/j.profnurs.2024.03.003

Álvarez-Pérez, P., y López-Aguilar, D. (2021). El burnout académico y la intención de abandono de los estudios universitarios en tiempos de COVID-19. Revista Mexicana de Investigación Educativa, 26(90), 663-689.

Ardiles-Irarrázabal, R., Cortés-Sandoval, C., Diamond-Orellana, S., Gutiérrez-Leal, C., Paucar-Evanan, M., y Toledo-Valderrama, K. (2022). Burnout académico como factor predictivo del riesgo suicida en estudiantes de enfermería. Index de Enfermería, 31(1), 14-18. DOI: https://doi.org/10.58807/indexenferm20224747

Banda Guzmán, J., Robles Francia, V. H., y Lussier, R. (2021). Validación del Maslach Burnout Inventory en estudiantes universitarios de El Bajío mexicano. RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 12(23), e052. https://doi.org/10.23913/ride.v12i23.1092 DOI: https://doi.org/10.23913/ride.v12i23.1092

Bakker, A., y Demerouti, E. (2013). La teoría de las demandas y los recursos laborales. Revista de Psicología del Trabajo y de las Organizaciones, 29(3), 107-115. https://doi.org/10.5093/tr2013a16 DOI: https://doi.org/10.5093/tr2013a16

Bakker, A. B., y de Vries, J. D. (2020). Job Demands–Resources theory and self-regulation: new explanations and remedies for job burnout. Anxiety, Stress, y Coping, 34(1), 1–21. https://doi.org/10.1080/10615806.2020.1797695 DOI: https://doi.org/10.1080/10615806.2020.1797695

Barraza, A. (2011). Validación psicométrica de la escala unidimensional del burnout estudiantil. Revista Intercontinental de Psicología y Educación, 13(2), 51-74.

Barreto, D., y Salazar, H. (2021). Agotamiento Emocional en estudiantes universitarios del área de la salud. Universidad y Salud, 23(1), 30-39. https://doi.org/10.22267/rus.212301.211 DOI: https://doi.org/10.22267/rus.212301.211

Barrientos, J., Saiz, J., Gómez, F., Guzmán-González, M., Espinoza-Tapia, R., Cárdenas, M., y Bahamondes, J. (2019). La Investigación Psicosocial Actual Referida a la Salud Mental de las Personas Transgénero: Una Mirada Desde Chile. Psykhe, 28(2), 1-13. https://dx.doi.org/10.7764/psykhe.28.2.1482 DOI: https://doi.org/10.7764/psykhe.28.2.1482

Bedoya, E., Vega, N., Severiche, C., y Meza, M. (2017). Síndrome de Quemado (Burnout) en Docentes Universitarios: El Caso de un Centro de Estudios del Caribe Colombiano. Formación Universitaria, 10(6), 51-58. https://dx.doi.org/10.4067/S0718-50062017000600006 DOI: https://doi.org/10.4067/S0718-50062017000600006

Bustos, V., Oliver, A., y Galiana, L. (2015). Validación del Autoconcepto Forma 5 en Universitarios Peruanos: Una herramienta para la psicología positiva. Psicologia: Reflexão e Crítica, 28, 690-697. https://doi.org/10.1590/1678-7153.201528406 DOI: https://doi.org/10.1590/1678-7153.201528406

Carranza, R., y Bermúdez-Jaimes, M. (2017). Análisis psicométrico de la Escala de Autoconcepto AF5 de García y Musitu en estudiantes universitarios de Tarapoto (Perú). Interdisciplinaria, 34(2), 459-472. https://doi.org/10.16888/interd.2017.34.2.13 DOI: https://doi.org/10.16888/interd.2017.34.2.13

Cahuana Cuti, M., Mamani-Benito, O., y Carranza Esteban, R. F. (2020). Autoconcepto académico y motivación académica en jóvenes talento del departamento de Puno, Perú. Propósitos y Representaciones, 8(3), e788. https://dx.doi.org/10.20511/pyr2020.v8n3.788 DOI: https://doi.org/10.20511/pyr2020.v8n3.788

Castañeda-Santillán, L. L., y Sánchez-Macías, A. (2022). Satisfacción laboral y burnout en personal docente. RETOS. Revista de Ciencias de la Administración y Economía, 12(24), 230-246. https://doi.org/10.17163/ret.n24.2022.03 DOI: https://doi.org/10.17163/ret.n24.2022.03

Cejudo, J., Rojas Zegarra, M. E., Rodríguez-Donaire, A., y Vilca-Pareja, V. (2023). Inteligencia emocional rasgo como factor predictor de la satisfacción con la vida en estudiantes universitarios peruanos y españoles: Un estudio transcultural. Anuario de Psicología, 53(2), 52–61.

Choy, R. A., y Prieto, D. E. (2021). Revisión sistemática sobre la prevalencia del síndrome de Burnout en el sector académico. Revista De Investigación En Psicología, 24(2), 163–182. https://doi.org/10.15381/rinvp.v24i2.21507 DOI: https://doi.org/10.15381/rinvp.v24i2.21507

Diener, E., Emmons, Robert A., Larsen, R. J., y Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13 DOI: https://doi.org/10.1207/s15327752jpa4901_13

DiStefano, C., McDaniel, H. L., Zhang, L., Shi, D., y Jiang, Z. (2019). Fitting Large Factor Analysis Models With Ordinal Data. Educational and Psychological Measurement, 79(3), 417–436. https://doi.org/10.1177/0013164418818242 DOI: https://doi.org/10.1177/0013164418818242

Do, B., y Dadvari, A. (2017). The influence of the dark triad on the relationship between entrepreneurial attitude orientation and entrepreneurial intention: A study among students in Taiwan University. Asia Pacific Management Review, 22(4), 185-191. https://doi.org/10.1016/j.apmrv.2017.07.011 DOI: https://doi.org/10.1016/j.apmrv.2017.07.011

García, F. y Musitu, G. (1999). AF5, Autoconcepto Forma 5 [SF5, Self-concept Form 5]. Madrid: TEA

García, F., Martínez, I., Balluerka, N., Cruise, E., Garcia, O. F., y Serra, E. (2018). Validation of the Five-Factor Self-Concept Questionnaire AF5 in Brazil: testing factor structure and measurement invariance across language (Brazilian and Spanish), gender, and age. Frontiers in Psychology, 9, 2250. https://doi.org/10.3389/fpsyg.2018.02250 DOI: https://doi.org/10.3389/fpsyg.2018.02250

Grimaldo Salazar, E., Rodríguez Reyes, I. V., Galván Ruiz, J. L., Bello León, M., García Méndez, M., y Chávez Soto, B. I. (2022). Asociaciones entre la creatividad y el autoconcepto académico en estudiantes de primaria. Psicumex, 12, e440. https://doi.org/10.36793/psicumex.v12i1.440 DOI: https://doi.org/10.36793/psicumex.v12i1.440

Hederich-Martínez, C., y 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. http://dx.doi.org/10.21615/cesp.9.1.1 DOI: https://doi.org/10.21615/cesp.9.1.1

Hu, L. T., y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118 DOI: https://doi.org/10.1080/10705519909540118

Jagodics, B., y Szabó, É. (2023). Student burnout in higher education: A demand-resource model approach. Trends in Psychology, 31(4), 757-776. https://doi.org/10.1007/s43076-021-00137-4 DOI: https://doi.org/10.1007/s43076-021-00137-4

Jiménez, M., y Caballero, C. (2021). La salud general percibida y su asociación al síndrome de burnout académico e ideación suicida en universitarios colombianos. Psicogente, 24(45), 23-38. https://doi.org/10.17081/psico.24.45.3878 DOI: https://doi.org/10.17081/psico.24.45.3878

Lupano Perugini, M. L., y Castro Solano, A. (2019). Virtudes organizacionales y Capital psicológico como predictores positivos de satisfacción y performance laboral. Revista de Psicología, 15(29), 22–35. https://e-revistas.uca.edu.ar/index.php/RPSI/article/view/2109 DOI: https://doi.org/10.16888/interd.2018.35.1.9

MacKinnon, D. P., Lockwood, C. M., y Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1) 99–128. https://doi.org/10.1207/s15327906mbr3901_4 DOI: https://doi.org/10.1207/s15327906mbr3901_4

Madigan, D. J., y Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33, 387-405. https://doi.org/10.1007/s10648-020-09533-1 DOI: https://doi.org/10.1007/s10648-020-09533-1

Mena-Freire, M., Ruíz-Olarte, A., y Moreta-Herrera, R. (2023). Bienestar Subjetivo y Salud Mental en universitarios del Ecuador: análisis de relaciones latentes con SEM. Actualidades en Psicología, 37(135), 55-68. https://dx.doi.org/10.15517/ap.v37i135.53576 DOI: https://doi.org/10.15517/ap.v37i135.53576

Méndez Vera, J., y Gálvez Nieto, J. L. (2018). Propiedades psicométricas de la Escala de Autoconcepto Académico (EAA) en estudiantes universitarios chilenos. Liberabit, 24(1), 131-145. https://dx.doi.org/https://doi.org/10.24265/liberabit.2018.v24n1.09 DOI: https://doi.org/10.24265/liberabit.2018.v24n1.09

Núñez-Ramírez, M., Álvarez, R., Ozuna-Beltrán, A., y Realpozo-Reyes, R. (2021). Satisfaction with life, self-esteem, and financial optimism in intercultural students from Mexico. Formación Universitaria, 14(5), 145-154. https://dx.doi.org/10.4067/S0718-50062021000500145 DOI: https://doi.org/10.4067/S0718-50062021000500145

Oliver, A., Galiana, L., y Bustos, V. (2018). Validación de la Escala de Satisfacción con la Vida y su relación con las dimensiones del Autoconcepto en universitarios peruanos. Persona, 21(2), 29-44. https://doi.org/10.26439/persona2018.n021.3018 DOI: https://doi.org/10.26439/persona2018.n021.3018

Oñate, M.E., Resett, S., Menghi, M.S, e Iglesia, M.F. (2016). Burnout y Autoconcepto en Psicólogos Clínicos. Revista de Psicoterapia, 27(103), 215-229. DOI: https://doi.org/10.33898/rdp.v27i103.53

Pichen-Fernandez, J. A., y Turpo Chaparro, J. (2022). Influencia del autoconcepto y autoeficacia académica sobre la procrastinación académica en universitarios peruanos. Propósitos y Representaciones, 10(1), e1361. https://dx.doi.org/10.20511/pyr2022.v10n1.1361 DOI: https://doi.org/10.20511/pyr2022.v10n1.1361

Rodríguez-Villalobos, J., Benavides, E., Ornelas, M., y Jurado, P. (2019). El Burnout Académico Percibido en Universitarios; Comparaciones por Género. Formación Universitaria, 12(5), 23-30. https://dx.doi.org/10.4067/S0718-50062019000500023 DOI: https://doi.org/10.4067/S0718-50062019000500023

Romani, L., Ladera-Porta, K., Quiñones-Laveriano, D. M., Rios-Garcia, W., Juarez-Ubillus, A., y Vilchez-Cornejo, J. (2021). Factores asociados a la no utilización de servicios de salud en personas LGBTI de Perú. Revista Peruana de Medicina Experimental y Salud Publica, 38, 240-247. https://doi.org/10.17843/rpmesp.2021.382.6149 DOI: https://doi.org/10.17843/rpmesp.2021.382.6149

Rönkkö, M., y Cho, E. (2022). An Updated Guideline for Assessing Discriminant Validity. Organizational Research Methods, 25(1), 6–14. https://doi.org/10.1177/1094428120968614 DOI: https://doi.org/10.1177/1094428120968614

Rosero-Ordóñez, S. F., Reinoso-Guadalupe, D. R., y Flores-Brito, P. R. (2023). Evaluación de riesgo suicida en estudiantes universitarios. Revista Arbitrada Interdisciplinaria de Ciencias de la Salud. Salud y Vida, 7(13), 15-27. https://doi.org/10.35381/s.v.v7i13.2297

Rosseel, Y. (2012). lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02 DOI: https://doi.org/10.18637/jss.v048.i02

Rubia, J. (2019). Revisión de los criterios para validez convergente estimada a través de la Varianza Media Extraída. Psychologia. Avances de la Disciplina, 13(2), 25-41. https://doi.org/10.21500/19002386.4119 DOI: https://doi.org/10.21500/19002386.4119

Salazar Méndez, Y. (7 de julio, 2023). Los suicidios crecen en Ecuador. Primicias. https://www.primicias.ec/noticias/firmas/suicidios-ecuador-hombres-adolescentes-salud/

Schaufeli, W. B., Salanova, M., González-Romá, V., y Bakker, A. (2002). The measurement of burnout and engagement: A confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71-92. https://doi.org/10.1023/A:1015630930326 DOI: https://doi.org/10.1023/A:1015630930326

Seperak-Viera, R., Fernández-Arata, M., y Dominguez, S. (2021). Prevalencia y severidad del burnout académico en estudiantes universitarios durante la pandemia por la COVID-19. Interacciones, 7, e199. https://dx.doi.org/10.24016/2021.v7.199

Supervía, P. U., Bordás, C. S., Robres, A. Q., Blasco, R. L., y Cosculluela, C. L. (2023). Empathy, self-esteem and satisfaction with life in adolescent. Children and Youth Services Review, 144, 1–7. https://doi.org/10.1016/j.childyouth.2022.106755 DOI: https://doi.org/10.1016/j.childyouth.2022.106755

Usán, P., Salavera, C., y Mejías, J. (2020). Relaciones entre la inteligencia emocional, el burnout académico y el rendimiento en adolescentes escolares. CES Psicología, 13(1), 125-139. https://doi.org/10.21615/cesp.13.1.8 DOI: https://doi.org/10.21615/cesp.13.1.8

Vinaccia, S., Parada, N., Quiceno, J., Riveros, F., y Vera, L. (2019). Escala de satisfacción con la vida (SWLS): análisis de validez, confiabilidad y baremos para estudiantes universitarios de Bogotá. Psicogente, 22(42), 1-13. https://doi.org/10.17081/psico.22.42.3468 DOI: https://doi.org/10.17081/psico.22.42.3468

Wang, M., Guan, H., Li, Y., Xing, C., y Rui, B. (2019). Academic burnout and professional self-concept of nursing students: A cross-sectional study. Nurse Education Today, 77, 27-31. https://doi.org/10.1016/j.nedt.2019.03.004 DOI: https://doi.org/10.1016/j.nedt.2019.03.004

Yépez-Tito, P., Ferragut, M., Cóndor-Guerrón, S., y Blanca, M. J. (2022). Life satisfaction and character Strenghs in Ecuatorian adolescents. Child Indicators Research, 15(2), 599-616. https://doi.org/10.1007/s12187-021-09886-1 DOI: https://doi.org/10.1007/s12187-021-09886-1

Published

2024-08-22

How to Cite

Bastidas Guerron, J. L., Cardenas Fierro , T. M., Cardenas Fierro, G. M., Mora Lucero, A. C., & Curiel López, E. M. (2024). The mediating role of academic self-concept in the relationship between burnout and life satisfaction. European Public & Social Innovation Review, 9, 1–20. https://doi.org/10.31637/epsir-2024-566

Issue

Section

Communication