Burnout académico en estudiantes universitarios: prevalencia y relación con el rendimiento académico

Daysi Cayambe Guzmán; Katherine Liseth Gordon Torres; Víctor Manuel Reyes; Lugo Katherine Bustillos Jelly; García Antonio Bustillos Mervis

doi:10.47606/ACVEN/PH0279

Authors

Daysi Cayambe Guzmán Universidad Iberoamericana del Ecuador https://orcid.org/0009-0004-7558-1425
Katherine Liseth Gordon Torres Universidad Iberoamericana del Ecuador https://orcid.org/0009-0003-0271-0591
Víctor Manuel Reyes Universidad Nacional Mayor de San Marcos https://orcid.org/0000-0002-8336-0444
Lugo Katherine Bustillos Jelly Universidad Nacional Mayor de San Marcos https://orcid.org/0000-0002-0108-3771
García Antonio Bustillos Mervis Universidad Iberoamericana del Ecuador https://orcid.org/0000-0003-0574-057X

DOI:

https://doi.org/10.47606/ACVEN/PH0279

Keywords:

Emotional exhaustion, Academic burnout, Cynicism, Academic efficacy, Academic performance

Abstract

The study examined the prevalence and characteristics of academic burnout (BA) in 200 Ecuadorian university students, using the Maslach Burnout Inventory-Student Scale (MBI-SS) framework. The three key dimensions of BA were analyzed: emotional exhaustion (EA), cynicism (CIN) and academic efficacy (EFA). The collected data are presented and discussed descriptively and inferentially. The findings reveal significant BA levels among the student population. The mean for GA was 2.8±1.05 (moderate level) [High (n: 50; 25%), Upper-Middle (n: 64; 32%) and Lower-Middle (n: 60; 30%) levels], with the mean being higher than that observed for CIN [2.1±1.16 (moderate) [High (n: 44; 22%), Upper-Middle (n: 60; 30%) and Lower-Middle (n: 65; 32.7%) levels. The mean for EFA was 4.9±1.22, typical of a moderate level. It was observed that the highest proportion corresponded to the High (n: 60; 30%), Medium-high (n: 56; 28.3%) and Medium-low (n: 53; 26.4%) levels. The Very high level of EFA exhibited only 5%; doubling the percentage of the low level (2.5%). A relationship between BA and AR was not identified (r: > 0.05), however, it highlights the need to systematically diagnose BA levels and incorporate contextual variables to broaden the study framework. The moderate prevalence of GA, CIN and EFA requires attention on the part of the educational institution and researchers. This operates especially in a system that has privileged virtual education, which is applied to students who also share their family and work roles.

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