Academic Quasi-Experimental Burnout in University Students
Abstract
Academic burnout is a response to study-related stressors. The aim of this research was to examine whether the effect of activation refresh practice is favorable for the diagnosis of academic burnout. The intervention consisted of eight weeks of activation refresh practice. And to measure its impact, the Maslach Burnout Inventory-Student Survey (MBI-SS) was used before and after this period. Participants were 5th semester or higher undergraduate students. The experimental group consisted of 36 students (Mage = 22.08, SD = 1.66) and the control group consisted of 29 students (Mage = 21.62, SD = 1.65). The results showed that, after the intervention, students in the experimental group presented lower levels of burnout compared to their pre-assessment and to the evolution of the control group. This suggests that refresh activation could function as a coping strategy to academic stressors for the prevention and reduction of academic burnout.
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