BACKGROUND: Stress may affect the sense of wellbeing and academic achievement of university students. AIM: To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. MATERIAL AND METHODS: The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. RESULTS: Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. CONCLUSIONS: Academic achievement is associated with the level of engagement with studies but not with burnout.
BACKGROUND: Stress may affect the sense of wellbeing and academic achievement of university students. AIM: To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. MATERIAL AND METHODS: The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. RESULTS: Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. CONCLUSIONS: Academic achievement is associated with the level of engagement with studies but not with burnout.
Authors: Manpreet Kaur; Jacob W Long; Fu Sang Luk; Jordon Mar; Diana L Nguyen; Tatiana Ouabo; Jasmeet Singh; Bobby Wu; Vanishree Rajagopalan; Margaret Schulte; Shadi Doroudgar Journal: Am J Pharm Educ Date: 2020-02 Impact factor: 2.047
Authors: Elena Fernández-Martínez; Elena Andina-Díaz; Rosario Fernández-Peña; Rosa García-López; Iván Fulgueiras-Carril; Cristina Liébana-Presa Journal: Int J Environ Res Public Health Date: 2017-12-01 Impact factor: 3.390