Browsing by Subject "JOB BURNOUT"
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(2016)Burnout has been suggested to be related to depression. We examined the relationship between burnout and allostatic load, and whether this association is independent of psychological distress and depression. We measured burnout psychological distress, depression, and allostatic load in 3283 participants. Higher burnout (=0.06, p=0.003) and cynicism (=0.03, p=0.031) and decreased professional efficacy (=0.03, p=0.007) were related to higher allostatic load independent of age, sex, education, occupation and psychological distress. Depression, however, explained 60percent of the association. Burnout is related to higher allostatic load, and this association partly overlaps with co-occurring depression.
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(2017)Individuals with prolonged occupational stress often report difficulties in concentration. Work tasks often require the ability to switch back and forth between different contexts. Here, we studied the association between job burnout and task switching by recording event-related potentials (ERPs) time-locked to stimulus onset during a task with simultaneous cue-target presentation and unpredictable switches in the task. Participants were currently working people with severe, mild, or no burnout symptoms. In all groups, task performance was substantially slower immediately after task switch than during task repetition. However, the error rates were higher in the severe burnout group than in the mild burnout and control groups. Electrophysiological data revealed an increased parietal P3 response for the switch trials relative to repetition trials. Notably, the response was smaller in amplitude in the severe burnout group than in the other groups. The results suggest that severe burnout is associated with inadequate processing when rapid shifting of attention between tasks is required resulting in less accurate performance. (C) 2016 Elsevier B.V. All rights reserved.
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Student teachers’ proactive strategies for avoiding study-related burnout during teacher education (2018)The study aims to gain a better understanding of the function of proactive strategies in buffering study burnout among student teachers at the early stage of their studies. There is some evidence that the use of active social coping strategies during studies is related to reduced burnout levels among early career teachers. Less is known about the association between the proactive strategies and burnout among student teachers. Altogether, 244 Finnish student teachers completed the survey. The data were analysed by using SEM. The results suggested that the proactive strategies adopted by student teachers seem to prevent study-related burnout, especially in terms of exhaustion in studies and inadequacy in studying, but not directly the perceived cynicism towards studies. The results imply that learning how to use proactive strategies is functional in coping with study-related stressors, by reducing the risk of student teachers' burnout.
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(2021)Teacher burnout has been identified as a significant occupational hazard. However, our understanding about individual variations in burnout risk among in-service teachers is still less than sufficient. This study explored socio-contextual burnout risk profiles and their association with the reported use of proactive strategies among in-service teachers by using a person-oriented approach. The survey data were collected from 2310 Finnish in-service primary and lower secondary school teachers using a probability sampling method. In the latent profile analysis, five socio-contextual burnout profiles were identified. The profiles differed from each other in terms of burnout symptoms and proactive strategy use. Results suggested that there is individual variation in teachers’ risk of burnout. In addition, the results imply that well-developed proactive strategies, both in terms of self- and co-regulative strategies, are related to lower risk of experiencing socio-contextual burnout. The utilization of strong co-regulative strategies was related to lower risk of experiencing exhaustion and inadequacy during teacher-pupil interactions. However, strong self-regulation combined with low levels of co-regulation was related to an increased risk of experiencing cynicism. This implies that learning proactive strategies may be useful in preventing teacher burnout.
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(2020)The current study aimed to validate the Japanese version of the Burnout Assessment Tool (BAT-J), a new burnout measure. We conducted an Internet survey to confirm the validity and reliability of the BAT-J, using registered monitors from a Japanese survey company. The first-wave survey was conducted in May 2018, with 1,032 monitors. Of these, 498 participated in the second-wave survey in June 2018 to confirm 1-month test-retest reliability. We examined the factorial validity of the BAT-J core symptoms (BAT-JC) and BAT-J secondary symptoms (BAT-JS), as well as their reliability (internal consistency and test-retest reliability) and construct validity. Factorial validity was examined using confirmatory factor analyses and exploratory structural equation modeling bifactor analyses. Convergent and discriminant validity were examined using multitrait-multimethod frameworks well as the average variance explained. Exploratory structural equation modeling bifactor solutions for the BAT-JC, BAT-JS, and BAT-J demonstrated the best fit to the data. They also indicated that the general factor accounted for over two-thirds of the common variance explained. Internal consistency and test-retest reliability were confirmed. Convergent and internal discriminant validity of the BAT-JC were confirmed vis-vis burnout, as assessed with the Maslach Burnout Inventory - General Survey. Moreover, external discriminant validity of the BAT-J was demonstrated for work engagement and workaholism. Finally, both BAT scales showed significant positive relationships with job demands and turnover intention. All validity results were in line with the job demands-resources model. The results of the current study provide the first evidence for the BAT-J's reliability and factorial and construct validity.
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(2017)This study explored the causes of student disengagement from their doctoral studies in the biological and environmental sciences. The data came from interviews of 40 doctoral students (male = 15, female = 25) and underwent qualitative analysis for content. Our results showed that doctoral studies provide multiple contexts for disengagement, such as the scholarly community and supervision, while doctoral students’ sense of distress, cynicism and inefficacy emerged as central components of disengagement. The study identified isolation, indifference, and lack of support and constructive feedback as sources of cynicism, while distress and inefficacy were more often related to failure or lack of progress in research. Our findings indicate that the source of disengagement can vary not only between individuals, but also between the academic activities at hand. Thus, while promoting an engaging doctoral experience, awareness of what typically triggers disengagement in the doctoral journey is vital.
