Thesis (M.S.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Under the direction of Jonathan N. Metzler. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 35-41) and appendices.

M.A. / Burnout has been researched extensively within the work context, however, burnout amongst the student population yielded a dearth of information. Burnout amongst students can be considered as a loss of motivation to engage in academic study (Mostert, Pienaar, Gauche & Jackson, 2007) and could place students’ academic futures in jeopardy (Struthers, Perry & Menec, 20030). More research in this field was required. The purpose of this study was to ascertain the level of burnout and emotional intelligence in a postgraduate university population. The study also aimed to assess whether any relationship existed between burnout and emotional intelligence. The sample consisted of 225 postgraduate participants from a large metropolitan university. Each participant completed a biographical questionnaire, the Maslach Burnout Inventory-Student Survey and the Trait Emotional Intelligence Questionnaire- Short Form. The Maslach Burnout Inventory-Student Survey yielded three results. Professional efficacy yielded the highest mean score, emotional exhaustion the second highest mean score and cynicism obtained the lowest mean score. The Trait Emotional Intelligence Questionnaire- Short Form yielded a relatively high mean for emotional intelligence. The relationships between the scores on the measures of emotional intelligence and burnout were investigated by means of Pearson’s product-moment correlation. Significant correlations were found between the three dimensions of burnout and emotional intelligence. There was a statistically significant negative correlation between emotional intelligence and exhaustion (r = -0.257; p < 0.01). There was also a statistically significant negative correlation between emotional intelligence and cynicism (r = -0.366; p < 0.01). There was a significant positive correlation between professional efficacy and emotional intelligence (r = 0.428; p < 0.01). It appears as if the higher the level of emotional intelligence, the lower the levels of burnout specifically emotional exhaustion and cynicism. This study has implications for students who may suffer from burnout during their university studies. It allows individuals who are involved with students to recognise the huge impact that burnout may have on a student’s life; psychologically, physically, cognitively and behaviourally. This study also provides information on how levels of emotional intelligence can affect levels of burnout. Furthermore, an important aspect of emotional intelligence is that certain areas of emotional intelligence can be learned and increased. If students are taught to increase their levels of emotional intelligence, they may be able to manage stress more efficiently.

LEVELS OF BURNOUT AND JOB SATISFACTION IN LARGE-SCALE AGRIBUSINESS Hugh Patrick Bosley August, 2004 39 pages Directed by: Richard Miller, Reagan Brown, and Steve Haggbloom Department of Psychology Western Kentucky University Abstract This research examined organizational sources and levels of Burnout and Job Satisfaction of a large scale agribusiness (n=300) by administering the Maslach Burnout Inventory – General Survey, the Hoppock Job Satisfaction Blank, the Areas of Work Life Survey, and demographic questions. This study provided normative sample data for the agribusiness sector, found a good degree of fit between the agribusiness sample data and existing industry norms, and determined the relationships between burnout and job satisfaction for the agribusiness sector followed known patterns of other industries. Recommendations are made for future normative research to be conducted on a larger and more diverse sample size, in order to better draw conclusions for the industry as a whole.

Orientador: Paulo Cesar Montagner / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-05T15:21:42Z (GMT). No. of bitstreams: 1 Chiminazzo_JoaoGuilhermeCren_M.pdf: 1166896 bytes, checksum: 47ba2c2fc9da991760ee0b4ae8bf3a51 (MD5) Previous issue date: 2005 / Resumo: A síndrome de burnout, conhecida como síndrome do esgotamento físico, psíquico e emocional, acomete pessoas de diversas áreas profissionais. No esporte, é comum constatar tanto profissionais quanto atletas em esgotamento. A síndrome de burnout é o eixo central desta pesquisa realizada com técnicos de tênis de campo sobre sua percepção com atletas acometidos pela síndrome. Para o presente estudo adotou-se a tradução do termo burnout para esgotamento. O objetivo do estudo foi pesquisar as opiniões dos técnicos de tênis de campo, a respeito da síndrome de burnout em atletas infanto-juvenis e profissionais na referida modalidade. Utilizou-se como método a pesquisa qualitativa, optando pela análise de conteúdo para a categorização dos dados obtidos com os questionários. Para isso, foi elaborado um questionário com onze questões fechadas (caracterização dos sujeitos) e nove questões abertas. Trinta e quatro técnicos foram contatados e apenas dois deles não participaram do estudo. Após o contato prévio com os sujeitos, marcou-se um encontro para aplicação dos questionários. De posse dos questionários, após uma análise qualitativa, pode ser verificado que 81% dos técnicos já tiveram atletas que apresentaram sinais de esgotamento. Um outro dado obtido com as respostas foi que sinais fisiológicos para o esgotamento tiveram 96% das menções dos técnicos. Foram vinte e quatro menções para a categoria Treinos como precursores para a síndrome de burnout no tênis de campo. É importante que técnicos de tênis de campo conheçam o fenômeno da síndrome de burnout para que sejam capazes de orientar seus atletas, garantindo-lhes uma boa qualidade de vida em suas carreiras esportivas / Abstract: The syndrome of burnout, known as syndrome of the physical, psychic and emotional exhaustion, acomete people of diverse professional areas. In the sport, it is common to evidence in such a way professional how much athlete in exhaustion. Burnout syndrome is the central axel from this research conducted with Tennis coaches about their perception over athletes with this syndrome. The adopted translation for burnout within this study was ¿esgotamento¿. The main goal of this study was researching tennis coaches opinions about burnout syndrome in juveniles athletes and professionals within the same sports modality. Qualitative method of research was used, where the option for content analyzes was made for categorizing data obtained from questionnaires. To be used as an instrument it was elaborated a questionnaire made by 11 closed items (individual characterization) and nine open items. There were contacted thirty four (34) coaches, and only two (2) of them did not participate on the study. After the previous contact a meeting was scheduled for answering the questionnaire. It was verified that 81% of the coaches have already had athletes presenting signs of burnout. Another data obtained from the answers was that physiological signs for acknowledging the syndrome had 96% of the times mentioned by the coaches. Twenty four times ¿Practicing¿ was quoted as precursor for Tennis burnout syndrome. Results lead to a conclusion that it is very important for tennis coaches to recognize the burnout syndrome to be always able to guide their athletes / Mestrado / Ciencia do Desporto / Mestre em Educação Física

Personal wellness and burnout have been common themes in research studies regarding professional satisfaction and career success. Personality characteristics in relation to job and career success among professionals have also been included in countless studies. However, Bateman and Crant (1993) defined and began research on the specific construct of the proactive personality and how it related to personal achievement, satisfaction, and success among executives. This dissertation study is an extension of their research in that the relationship between proactive personality, job satisfaction and levels of burnout among Licensed Mental Health Counselors in Florida specifically, is being examined. While proactive personality positively and significantly related to job satisfaction and satisfaction with being a counselor among the participants in this study, it did not significantly relate to feelings of emotional exhaustion or feelings of depersonalization toward clients. When age, salary, years licensed, and proactive personality in relation to job satisfaction and levels of burnout were included in the statistical analysis, proactive personality and salary positively related to job satisfaction, personal accomplishment, and satisfaction with being a counselor, but the relationships were not significant. Hence, the results of this study provides useful information regarding proactive personality and how it relates to the overall job satisfaction, levels of burnout among clinicians, and to assist in the development of wellness programs, burnout prevention, and in the empowerment of mental health professionals in this demanding field. / by Pamela F. Spina. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Thesis (M. Soc. Sc. (Psychology))--Rhodes University, 2005. / "Dissertation submitted in partial fulfilment of the requirements for the degree of Master of Social Science (Clinical Psychology)" -T.p.

The objective of this research was to investigate the role of fatigue and occupational stress as predictors of Burnout in medical teachers. The study included 60 doctors, professors of medicine courses in Alagoas. We used a questionnaire to survey demographic and professional variables, the Maslach Burnout Inventory (MBI), the Work Stress Scale and the Fatigue Assessment Scale. The data collected were analyzed in three steps. At first, descriptive statistics were performed and decision making (Student's t test) to compare the mean scores of the constructs considered here, depending on labor assignments. In the second analysis was performed on the correlation (Pearson's r) and multiple linear regressions to check the level of relationship and the extent to which independent variables explain the consequent variables. Finally, we proceeded to a structural equation modeling to test the theoretical model. The results of the comparison between the mean scores obtained in the variables measured on the basis of indicators of job-assignments, showed that teachers who guide students to extend, on average, higher scores on factor demand than those who do not develop this activity. The results of correlation analysis showed high and significant correlations between factors of the three scales. The multiple regression showed that fatigue and social support predict emotional exhaustion, depersonalization is predicted only by the demand variable, while the control variable accounts for professional achievement. With regard to testing the theoretical model explaining the dimensions of Burnout, as scores of fatigue and stress factors at work, the results obtained by means of structural equation modeling showed the same pattern of regression analyzes. Based on the findings of this study, it is reiterated that the nature predictor variables fatigue and occupational stress have on the process of Burnout in medical teachers. / O objetivo da presente pesquisa consistiu em investigar o papel da fadiga e do estresse ocupacional como fatores preditores da Síndrome de Burnout em médicos docentes. Participaram deste estudo 60 médicos, professores universitários dos cursos de Medicina de Alagoas. Foram utilizados um questionário elaborado para levantamento de variáveis demográficas e profissionais, o Inventário de Burnout de Maslach (MBI), a Escala de Estresse no Trabalho e a Escala de Avaliação da Fadiga. Os dados recolhidos foram analisados em três etapas distintas. Na primeira, foram realizadas estatísticas descritivas e de tomada de decisão (teste t de student) para comparar os escores médios dos construtos aqui considerados, em função das atribuições laborais. Na segunda, foram feitas análises de correlação (r de Pearson) e regressões lineares múltiplas, para verificar o nível de relação e em que medida as variáveis antecedentes explicam as variáveis consequentes. Por fim, procedeu-se a uma modelagem por equações estruturais para testar o modelo teórico. Os resultados da comparação entre os escores médios obtidos nas variáveis mensuradas, em função dos indicadores de atribuições laborativas, evidenciaram que os docentes que orientam alunos de extensão apresentam, em média, maior escore no fator demanda do que os que não desenvolvem esta atividade. Os resultados das análises de correlação demonstraram altas e significativas correlações entre fatores das três escalas. As regressões múltiplas evidenciaram que: fadiga e apoio social predizem a exaustão emocional; a despersonalização é predita apenas pela variável demanda, enquanto que a variável controle explica a realização profissional. No tocante à testagem do modelo teórico explicativo das dimensões da Síndrome de Burnout, a partir dos escores de fadiga e fatores do estresse no trabalho, os resultados obtidos por meio de modelagem por equações estruturais apresentaram o mesmo padrão das análises de regressão. Com base nos achados deste estudo, reafirma-se a natureza preditora que as variáveis fadiga e estresse ocupacional exercem sobre o processo de Burnout nos médicos docentes.

“A research project submitted in partial fulfilment of the requirements for the degree of MA by Coursework and Research in the field of Industrial/Organisational Psychology in the Faculty of Humanities, University of the Witwatersrand, Johannesburg, 15 March 2016.” / Student well-being has become an increasing concern for universities both locally and internationally, with an increased interest in the prevention of academic burnout and the promotion of academic engagement due to their respective negative and positive influence on students. Accordingly, the Job Demands-Resource (JD-R) model was developed as a theoretical framework, incorporating environmental characteristics that predict symptoms of engagement and burnout in individuals. A major criticism of the JD-R model is its lack of consideration for the impact of personal resources on individual well-being. Emanating from this concern, the current study used the Conservation of Resources (COR) theory to empirically investigate whether the personal resource of Psychological Capital (PsyCap) interacted within the health impairment and motivation processes of the JD-R model. More specifically, it examined whether PsyCap mediated the relationship between demands/resources and burnout/engagement within a South African university environment. Few studies have attempted to integrate personal resources into the JD-R model, and no known studies have applied this integration within a student-university context. This provides a unique and novel context for application, warranting further research. Research participants either accessed an online questionnaire via a web link made available to them on the university’s student portal, or a hard copy version of the questionnaire was distributed during lecture time. The questionnaire included a self-developed 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), the Utrecht Work Engagement Scale-Student (Schaufeli, Salanova, et al., 2002), and the Psychological Capital Questionnaire (Luthans Avolio, Avey, & Norman, 2007; Luthans, Youssef, & Avolio, 2007). The final sample (N=331) consisted of both full-time and part-time undergraduate students in their first, second or third year of study at the University of the Witwatersrand, Johannesburg, South Africa.” “Results of the current study demonstrated that PsyCap mediated the relationship between academic obstacles and academic engagement, as well as, the relationship between academic facilitators and academic engagement. It also demonstrated, however, that PsyCap was not significantly related to academic burnout, and therefore was not a mediator in the relationship between academic obstacles/facilitators and academic burnout. Furthermore, results indicated that direct, positive relationships between academic obstacles and academic burnout; academic facilitators and PsyCap; and PsyCap and academic engagement existed, while a direct, negative relationship between academic obstacles and PsyCap existed. These findings were supported with previous research and literature. In addition, the current study also produced some non-hypothesised, but not unexpected, findings. Firstly, academic burnout and engagement was found to be moderately and negatively related, and secondly, engagement appeared to mediate the relationship between PsyCap and academic burnout. Additionally, an indirect, positive and weak relationship was found to exist between academic obstacles and burnout, while an indirect, negative and weak relationship was found between academic facilitators and academic burnout”. In conclusion, the current findings provide support for JD-R and COR theoretical assumptions, as well as the significant role personal resources play in the JD-R model in predicting student well-being. / MT2017

A Síndrome de Burnout pode ser definida como uma doença de caráter crônico, insidioso e multidimensional que se caracteriza pela exaustão emocional, despersonalização e baixa realização profissional, acometendo principalmente indivíduos com atividades laborais que exigem maior contato interpessoal, tal como o exercício da docência. Neste contexto, a crença de Autoeficácia do docente, ou seja, a crença em sua capacidade para realizar suas atividades com sucesso, assume um importante papel. O objetivo desta dissertação foi estudar a Síndrome de Burnout em docentes e como a percepção de autoeficácia e as relações familiares podem influenciar no surgimento dessa síndrome entre esses profissionais. O estudo foi desenvolvido em duas partes: na primeira, foi elaborado um capítulo de livro que aborda a autoeficácia e como esta se apresenta em professores universitários, a partir de uma perspectiva sociocognitivista. Na segunda parte, foi realizado o estudo empírico da dissertação, com delineamento misto e de corte transversal, que resultou em um artigo. Na primeira fase, quantitativa, foi aplicado em uma amostra de 154 docentes de ambos os sexos; de três Instituições Particulares do Ensino Superior da Região Metropolitana de Recife e que lecionavam nos cursos de saúde e humanas, um questionário socio-ocupacional, o Maslasch Burnout Inventory (MBI) e a Escala de Percepção de Autoeficácia. Na segunda fase, qualitativa, tomando como base os maiores e menores escores do MBI, foi selecionado um grupo de 20 docentes, de ambos os sexos, para realizar uma entrevista semiestruturada que abordava a percepção do professor sobre sua atividade acadêmica, relações familiares e autoeficácia. Os resultados da primeira fase revelaram correlação significativa entre a Síndrome de Burnout com as variáveis: sexo, formação acadêmica, autoeficácia, relacionamentos interpessoais e o construto da autoeficácia. Dados semelhantes foram encontrados com relação à Autoeficácia. A maioria dos docentes não apresentara pontuação compatível com a síndrome, o que se revela um quadro favorável nesse grupo. Os dados colhidos na segunda fase sinalizam a coexistência de apoio familiar atrelado ao requisito de maior compromisso pela participação nos momentos de convívio familiar. Isto, por vezes, conduz esses docentes a experimentarem sentimento de angústia, favorecendo uma reflexão do profissional sobre a importância da carreira e de suas escolhas. / Burnout Syndrome can be defined as a disease of chronic, insidious and multidimensional character which is characterized by emotional exhaustion, depersonalization and low professional fulfilment, affecting mainly individuals with employment activities which require more interpersonal contact, such as exercise of the teaching. In this context, the belief of self-efficacy in the teaching staff, namely, the belief in your ability to carry out its activities successfully, assumes an important role. The aim of this thesis was to study the Burnout Syndrome in teachers and how the perception of self-efficacy and family relationships can influence in the emergence of this syndrome among these professionals. The study was carried out in two parts: in the first, a chapter of a book that discusses the self-efficacy and how it presents itself in academics, from a sociocognitivista perspective. In the second part, the empirical study of the dissertation, with mixed and cross-sectional delineation, which resulted in an article. In the first phase, quantitative, was applied in a sample of 154 teachers of both sexes; three private institutions of higher education in the metropolitan region of Recife and that taught in the courses and human health, a socio-occupational questionnaire, the Maslasch Burnout Inventory (MBI) and the scale of Perception of self-efficacy. In the second phase, qualitative, based on the major and minor scores of MBI, has selected a group of 20 teachers, of both sexes, to perform a semi-structured interview that addressed the perception of professor about your academic activity, family relationships and self-efficacy. The results of the first phase showed significant correlation between Burnout Syndrome with the variables: gender, academic training, self-efficacy, interpersonal relationships and the construct of self-efficacy. Similar data were found with respect to self-efficacy. Most teachers were not compatible with score, which reveals a favourable framework in this group. The data collected in the second phase signal the coexistence of family support coupled to the requirement of greater commitment by participating in the moments of family get-together. This sometimes leads these teachers the experience feeling of anguish, favoring a professional reflection about the importance of career and your choices.

This work was based on an investigation of the subject of burnout, as observed by the researcher among social workers that worked for various social services organizations - both Government Departments and Non-Governmental Organizations - based in the Eastern Cape Province. The study of burnout was conducted with the aim to obtain information from the respondents about their conditions at work, and how those conditions contributed, as alleged, to burnout experienced by them. A qualitative research method was used as an approach that the researcher found best in that it allowed for an in-depth probe into the circumstances of the respondents (including the attitudes and emotions of the respondents), to give a broad picture of the situation as experienced by the respondents at work. A qualitative method was handled through the exploratory research principle of sampling and gathering of data, as the researcher felt it a sufficiently appropriate route to help yield the required outcomes of the study. The researcher's motivation to pursue the research was prompted by several indicators which included an article in the Daily Dispatch of 26 August 2003 that wrote 'Social workers quit in droves' and some personal contact with graduated students of social work, recently employed as social workers in various settings. Interesting dynamics about social work practice and its frustrations surfaced, and out of that premise, the researcher felt that it was an opportune moment to carry out an investigation to discover the facts about burnout as experienced by social workers. The findings on the research would be published, and the researcher intended to inform the social work community about the outcomes of research, hoping that the information would become useful to them in curtailing or preventing future encounters of burnout as experienced by them at the work place. In other words, recommendations for solutions would be provided based on the findings as an outcome of that investigation. To allow for the success of the research process, the researcher planned to draw from several resource centers and other researchers' data, any valuable piece of information, record, or existing data that could assist in evaluating information that became available during data collection. Such information was seen as very important since it helped in making the data analysis process easier and more than enough information could thus be obtained. Finally the researcher had found the study quite fascinating in that it addressed human concerns in the form of social work issues at work, which the researcher personally considered important and shared as one of the issues affecting social work professionals.