Burnout académico en estudiantes universitarios: prevalencia y relación con el rendimiento académico
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https://doi.org/10.47606/ACVEN/PH0279Palabras clave:
Burnout académico, Eficacia académica, Rendimiento académicoResumen
El estudio examinó la prevalencia y las características del burnout académico (BA) 200 estudiantes universitarios ecuatorianos, utilizando el marco de la escala Maslach Burnout Inventory-Student (MBI-SS). Se analizaron las tres dimensiones clave del BA: Agotamiento emocional (AG), cinismo (CIN) y eficacia académica (EFA). Se presentan y discuten descriptiva e inferencialmente los datos recolectados. Los hallazgos revelan niveles importantes BA entre la población estudiantil. El promedio de AG fue de 2.8±1.05 (nivel moderado) [nivel Alto (n: 50; 25%), Medio-alto (n: 64; 32%) y Medio-bajo (n: 60; 30%)], siendo la media superior a la observada para el CIN [2.1±1.16 (moderado) [niveles Alto (n: 44; 22%), Medio-alto (n: 60; 30%) y Medio-bajo (n: 65; 32.7%). El promedio para EFA fue de 4.9±1.22, propio de un nivel moderado. Se observó que la mayor de proporción se corresponde a los niveles Alto (n: 60; 30%), Medio-alto (n: 56; 28.3%) y Medio-bajo (n: 53; 26.4%). El nivel Muy alto de EFA exhibió solo un 5%; duplicando el porcentaje del nivel bajo (2.5%). No fue identificada una relación entre el BA y el RA (r: > 0.05), sin embargo, se destaca la necesidad de diagnosticar sistemáticamente los niveles de BA, e incorporar variables contextuales para ampliar el marco de estudio. La moderada prevalencia del AG, el CIN y la EFA, requieren atención por parte de la institución educativa y los investigadores. Esto opera sobre todo en un sistema que ha privilegiado la educación virtual, la cual se aplica en estudiantes que además comparten su rol familiar y laboral.
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Derechos de autor 2024 Cayambe Guzmán Daysi, Gordon Torres Katherine Liseth, Reyes Víctor Manuel, Lugo Bustillos Jelly Katherine, García Bustillos Mervis Antonio

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