The aim of the current study was to determine whether academic burnout/engagement mediated the relationship between academic obstacles/facilitators and academic performance within a South African university context. Participants received a web link to an online survey host in which a questionnaire was presented. The questionnaire included a selfdeveloped demographic questionnaire, an adapted version of the Student Stress Scale (Da Coste Leite & Israel, 2011), an adapted version of the Factors of Academic Facilitators Scale (Salanova, Schaufeli, Martinez, & Breso, 2010), the Maslach Burnout Inventory-Student Scale (Schaufeli, Salanova, Gonzalez-Roma, & Bakker, 2002) and the Utrecht Work Engagement Scale-Student (Schaufeli, Salanova, et al., 2002). The final sample (n=351) consisted of both full-time and part-time first year psychology students. The results of the current study demonstrated that academic obstacles were positively related to academic burnout while academic burnout was negatively related to academic performance. Academic facilitators were also negatively related to academic burnout and positively related to academic engagement. Academic burnout was also found to mediate the relationship between academic obstacles/facilitators and academic performance. The results of the study also demonstrated some non-hypothesised, but not unexpected, findings. Academic burnout, for one, was found to be negatively related to academic engagement. In addition, the indirect effect between academic obstacles and engagement was negative while the indirect effect between academic facilitators and engagement was positive. The results of the current study further demonstrated a novel finding whereby academic performance was positively related to burnout. Furthermore, the indirect effect between academic burnout and engagement was positive while the indirect effects between academic burnout and burnout, academic performance and engagement, and academic performance and performance, were negative. These findings were supported by previous research within both the work and student context. The results of the current study demonstrated, however, that academic engagement was not significantly related to academic performance and therefore was not a mediator in the relationship between academic obstacles/facilitators and academic performance. These results were unexpected given the literature available, however, may have been due to the way in which academic performance was operationalised within the current study. The implications of the results and the limitations of the current study were discussed, and suggestions for further research were made.

Thesis (Dr. P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 1991. / Includes bibliographical references (leaves 220-230).

Darbo tikslas: Įvertinti Lietuvos sveikatos mokslų universiteto, Slaugos fakulteto, pirmos pakopos studijose besimokančių studentų akademinio perdegimo požymius ir sąsajas su savijauta, gyvensena bei socialine parama. Uždaviniai: Įvertinti akademinio perdegimo paplitimą tarp įvairiose Lietuvos sveikatos mokslų universiteto, Slaugos fakulteto, pirmos pakopos studijų programose studijuojančių studentų; išanalizuoti ryšius tarp akademinio perdegimo ir studentų savijautos, darbo ir poilsio režimo bei socialinės paramos; atskleisti akademinio perdegimo sąsajas su rūkymu ir alkoholio vartojimu. Tyrimo metodika. Buvo atliktas vienmomentinis epidemiologinis tyrimas, naudojant anoniminės respondentų apklausos metodą. Tyrimo imtis – visi Lietuvos sveikatos mokslų universiteto, Slaugos fakulteto, bakalauro studijų programų (kineziterapijos, ergoterapijos, akušerijos ir slaugos) specialybių studentai. Tiriamiesiems buvo išdalintos 287 anketos. Atsako dažnumas – 100 proc. Iš 287 anketų 12 buvo sugadintos, todėl duomenų bazę sudarė 275 anketose pateikti atsakymai. Tiriamųjų apklausai buvo taikytas klausimynas, kurį sudarė 33 klausimai. Akademinio perdegimo tyrimui buvo naudojama MBI-SS (angl. Maslach Burnout Inventory-Student Survey) skalė. Darbo ir poilsio režimas vertintas remiantis studentų mokymosi režimo klausimynu (angl. Questionnaire for Students of Veterinary Medicine), taip pat buvo įtraukti klausimai apie laisvalaikį, miego trukmę. Siekiant įvertinti gyvenseną buvo įtraukti... [toliau žr. visą tekstą] / Aim of the study: To evaluate dimensions of academic burnout of bachelor students studying in Lithuanian University of Health Sciences, Faculty of Nursing, and the links of academic burnout with well-being, lifestyle and social support. Objectives: To evaluate the prevalence of academic burnout among bachelor students in different study programmes of Lithuanian University of Health Sciences, Faculty of Nursing; to analyse the associations between academic burnout and students‘ well-being, work and rest mode and social support; to reveal the links of academic burnout with smoking and alcohol usage. Methods. Momentary epidemiological research has been performed using the method of anonymous survey. Sample of the research – all bachelor students of all study programmes (physiotherapy, ergotherapy, midwifery and nursing) of Lithuanian University of Health Sciences, Faculty of Nursing. Two hundred eighty seven anonymous questionnaires were distributed, all questionnaires (100%) were returned and two hundred seventy five questionnaires were properly completed and later analysed. The original questionnaire consisting of 33 questions was applied for the survey. MBI-SS (Maslach Burnout Inventory-Student Survey) scale has been used for the research of academic burnout. Mode of work and rest was evaluated according to the Questionnaire for Students of Veterinary Medicine, also, questions concerning leisure time and duration of sleep have been included. In order to evaluate lifestyle... [to full text]