Publication: ¿Cómo
se
interrelacionan
las
variables
de
burnout,
engagement
y
autoeficacia
académica?
Un
estudio
con
adolescentes
escolares
Authors
Usán Supervía, Pablo ; Salavera Bordás, Carlos ; Domper Buil, Elena
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Publisher
Universidad de Murcia
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publication.page.department
DOI
http://dx.doi.org/10.6018/reifop.21.2.311361
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info:eu-repo/semantics/article
Description
Abstract
El
objetivo
del
presente
trabajo
fue
analizar
la
relación
entre
burnout,
engagement
y
autoeficacia
académica
en
una
muestra
de
1756
alumnos
(M=14.47;
DT=1.63)
pertenecientes
a
12
centros
de
Educación
Secundaria
Obligatoria
(ESO).
Los
instrumentos
utilizados
fueron
las
versiones
españolas
del
Maslach
Burnout
Inventory
–
Student
Survey
(MBI-‐SS),
la
Utrecht
Work
Engagement
Scale
–
Student
(UWES-‐S)
y
la
Escala
de
Autoeficacia
Percibida
Específica
de
Situaciones
Académicas
(EAPESA).
Los
resultados
mostraron
relaciones
significativas
inversas
entre
el
agotamiento
físico/emocional
y
cinismo
del
burnout
con
el
vigor
y
dedicación
del
engagement
de
la
misma
manera
que
relaciones
positivas
entre
la
autoeficacia
académica
con
el
vigor,
dedicación
y
absorción,
en
una
línea
de
conductas
más
autodeterminadas.
Se
desprende
la
importancia
de
la
promoción
de
comportamientos
adaptativos
que
mejoren
el
bienestar
y
vida
académica
de
los
estudiantes
en
sus
centros
educativos.
The aim of this research was to analyze the relationship between burnout, engagement and academic self-‐efficacy in a sample of 1756 students (M=14.47, SD=1.63) belonging to 12 secondary education highschools. The instruments used were the Spanish versions of the Maslach Burnout Inventory – Student Survey (MBI-‐SS), Utrecht Student Student Scale (UWES-‐S) and the Specific Perceived Self-‐Efficacy Scale of Academic Situations (EAPESA). The results showed inverse relationship between physical&emotional effort and cynicism with vigor and dedication in the same way those positive relationships between academic self-‐efficacy with vigor, dedication and task absorption, in a more adaptive behaviors. The importance of the promotion of adaptive behaviors that improve the well-‐being and academic life of the students in their educational centers is revealed.
The aim of this research was to analyze the relationship between burnout, engagement and academic self-‐efficacy in a sample of 1756 students (M=14.47, SD=1.63) belonging to 12 secondary education highschools. The instruments used were the Spanish versions of the Maslach Burnout Inventory – Student Survey (MBI-‐SS), Utrecht Student Student Scale (UWES-‐S) and the Specific Perceived Self-‐Efficacy Scale of Academic Situations (EAPESA). The results showed inverse relationship between physical&emotional effort and cynicism with vigor and dedication in the same way those positive relationships between academic self-‐efficacy with vigor, dedication and task absorption, in a more adaptive behaviors. The importance of the promotion of adaptive behaviors that improve the well-‐being and academic life of the students in their educational centers is revealed.
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