The relationship between academic burnout and academic self-efficacy among nursing and paramedics college students
Message:
Abstract:
Background and Aim
Academic self-efficacy is one of the affective factors in incompetency and emotional exhaustion that students experience when confronting a chronic stress caused by the lack of necessary resources to perform their assigned duties and tasks. Therefore this study was conducted to determine the relationship between academic burnout and academic self-efficacy.
Material and Methods
In this cross-sectional study, 264 undergraduate students in nursing, anesthesia, operating room and medical emergencies were randomly selected. Demographic-educational information was gathered by using Maslach academic burnout scale, and Zajakova academic self-efficacy scale. We used descriptive statistics and logistic regression in SPSS 16 statistical software to analyze the data.
Results
The mean (±SD) score of the academic burnout of students participated in the study was 28.52±15.84, and in overall, 24.1% of students had high level of academic burnout. Also the mean (±SD) score of the academic self-efficacy of students was 179.46 ± 47.44 and overall 24.3% of students had high level of academic self-efficacy. Based on the results obtained from univariate logistic regression, all of academic self-efficacy subscales had significant inverse correlation with academic burnout. When these variables were included in the multivariate regression model only communicate confidently outside class performance had significant relation with academic burnout (OR: 0.94 95%CI: 0.89-0/98).
Conclusion
Based on our findings, students with higher self-efficacy have less susceptibility for academic burnout and thus strengthening the variable among nursing and paramedics’ college students that usually have a high level of academic burnout can improve their academic performance.
Language:
Persian
Published:
Journal of Urmia Nursing And Midwifery, Volume:12 Issue: 8, 2014
Pages:
792 to 799
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