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ACADEMIC ENGAGEMENT AND BURNOUT PROFILES AMONG FINNISH
UNIVERSITY AND APPLIED-UNIVERSITY STUDENTS
EuropeanUnionforSchoolandUniversityHealthandMedicine EUSUHM
20176th tothe8thofSeptember
Leuven,Belgium
PhDElinaMarttinen,UniversityofJyväskylä;Nyyti
ry,[email protected],@Elina_ma
PhDSanna
Read,LondonSchoolofEconomicsandPoliticalScienceMD,PhDKristiina
Kunttu,FinnishStudentHealthService
ProfKatariina
Salmela‐Aro,UniversityofJyväskylä;UniversityofHelsinki
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STUDY ENGAGEMENT AND BURNOUT AMONG STUDENTS
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ACADEMIC ENGAGEMENT AND BURNOUT
• Studyengagement:positive,fulfillingstudy‐relatedstateofmind•
Studyburnout:prolongednegativeresponsetoemotionalandinterpersonal
stressor•
e.g.ongoingdifficultiesincopingwiththepressuretoachievewithstudies
• Multidimensionaltheoryofengagementandburnout•
Demands‐resourcesmodel
• Studyengagementandburnoutareparallelprocesses• Demands–
burnout– drop‐out,lowerwell‐being• Resources– engagement–
studyachievement,higherwell‐being
(Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009; Salmela-Aro
& Upadyaya, 2012, 2013; Schaufeli, Martinez, Pinto, Salanova,
& Bakker, 2002; Tuominen-Soini & Salmela-Aro, 2013;
Maslach, Schaufeli & Leiter, 2001; Demerouti, Bakker,
Nachreiner & Schaufeli, 2001).
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STUDYENGAGEMENT• Threedimensions
• Energy:highlevelsofvigor andenergywhilestudying
• Dedication:• Positivecognitiveattitudetowardstudying
ingeneral• Perceptionofstudyingasmeaningful•
Senseofsignificance,enthusiasm,
challenge,andinspiration•
Absorption:beingfullyconcentratedand
happilyengrossedinone’sstudyingsothattimepassesquickly
(Salmela-Aro & Upadyaya, 2012)
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STUDYBURNOUT• Threedimensions
• Exhaustion:• study related feelingsofstrain•
chronicfatigueresultingfromovertaxing
workwithstudies• Cynicism:
• indifferentoradistalattitudetowardstudyingingeneral
•
Lossofinterestinone’sacademicwork,andnotseeingitasmeaningful
• Inadequacy /lack ofstudy related efficacy:• Diminished
feelingsofcompetence• Lesssuccessfulachievement•
Lackofaccomplishmentinstudies
(Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009)
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FINNISH UNIVERSITY AND APPLIED-UNIVERSITY STUDENTS
• Tertiary level education• Straight after secondary level, only
30
% of young people continue at tertiarylevel gap year(s)
• University entrance mainly after age 20
• Finnish Student Health Service• National Student Health
Survey
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RESEARCH QUESTION AND HYPOTHESIS
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RESEARCH QUESTION AND HYPOTHESIS
1.
Whatkindsoflatentprofilesofacademicengagementandburnoutcanbeidentifiedamonguniversityandapplieduniversitystudents?–
Expectedtofindsimilarprofilesthathavebeenfoundinpreviousresearch
amongstudents Tuominen‐Soini&Salmela‐Aro,2013
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METHODS, PARTICIPANTS
• National Student Health Survey 2008, 2012, 2016 (Finnish
Student Health Service)
• E-mail and paper questionnaires• Undergraduate students under
age of 35 years
2008 2012 2016n (EDA & SBI) 5005 (50.2 %) 4324 (43.4 %) 3110
(31.1 %)Gender (female) 63.5 % 63.0 % 65.4 %Age (whole
sample):Under 25 years 57.6 % 57.8 % 58.0 %25-29 years 31.3 % 30.3
% 27.3 %30-34 years 11.0 % 11.9 % 14.7 %
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STUDYENGAGEMENTINVENTORYSalmela‐Aro &Upadyaya,20129items•
Energy ”WhenIstudy,IfeelthatIam
burstiong withenergy”• Dedication ”Iamenthusiasticaboutmy
studies”• Absorption ”TimeflieswhenI’m
studying”Range:1 completelydisagree – 6completelyagree
• Onedimensionsofoverallstudyengagement
Reliability 2008 2012 2016
Cronbach α .92 .93 .94
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STUDYBURNOUTINVENTORYSalmela‐Aro,etal.,20099items• Exhaustion
withstudies“Ifeeloverwhelmedby
theworkrelatedtomystudies”• Cynicism
towardsthemeaningofstudies“Ifeel
thatIamlosinginterestinmystudies”• Senseofinadequacy
asastudent“Ioftenhave
feelingsofinadequacyinmystudies”• Range:1 completelydisagree – 6
completely
agree• Threedimensionsofstudyburnout
Reliability Cronbach α
2008 2012 2016
Exhaustion .79 .79 .81
Cynicism ..86 .85 .86
Inadequacy .72 .73 .74
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LATENTPROFILEANALYSIS‐ Person‐orientedmethod‐
Aimstorecoverhiddengroups
fromobserveddata‐ Model‐basedmodificationof
clusteranalysis
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RESULTS
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ENGAGEMENT AND BURNOUT PROFILES
4,0
3,4
2,8
2,12,1
3,0 3,2
3,8
1,3
2,2
3,6
5,2
1,8
3,2
3,8
4,9
1
2
3
4
5
6
Engaged Engaged-exhausted Inefficacious Burned-out
Engagement Exhaustion Cynicism Inadequacy
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SIZE OF THE PROFILE GROUPS
Engaged38%
Engaged-exhausted
33%
Inefficacious22%
Burned-out7%
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PRACTICAL IMPLICATIONSNEED OF TARGETED INTERVENTIONS
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Engaged‐exhausted
DEMANDS- Workload – too many
demands exhaust- Insufficient control over the
resources- Lack of intrisic and extrinsic
reward- Loss of positive connections
with others – lack of thrivingcommunity
- Conflicting values- Lack of mutual resepect and
fairness between people
Inefficacious
Burnout,cynicism
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CHANGE THE INDIVIDUAL ORTHE ORGANIZATION?
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Engaged‐exhausted
Inefficacious
Burnout,cynicism
TARGETED INTERVENTION- Change the individual- It is possible to
learn to cope
with stress and reduceexhaustion
- Individual interventions- Self-compassion- Depression
prevention
- Change the organization- Promote meaning and
purpose- Promote engagement with
studies- Community and values- High risk for drop-out
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DISCUSSION
• Limitations– Skewed data
• But there isaneed fortargeted engagement promotion
andburnoutpreventioninterventions
• Moreresearch anddevelopment are needed ontargeted
interventions
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THANK YOU
Contact [email protected]
@Elina_ma
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CHANGE THE INDIVIDUAL OR THE ORGANIZATION?
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PROMOTE ENGAGEMENT OR PREVENT BURNOUT?
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PERSON‐ORIENTEDRESEARCH• Themaininterest
• meaningfulgroupsofindividuals
• typicalpatternsthatappearinsubgroupsofindividuals
• Theresearchparadigm• Theindividualisthefocus
• Seenasafunctioningtotality
•
Roomfordifferenttypesofindividualsratherthancompressingeveryoneintoone
mean
Bergman & El-Khouri, 2003; Muthén & Muthén, 2012; Von
Eye & Bergman, 2003)
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ENGAGED‐EXHAUSTED‐ Workload – too many demandsexhaust‐ ?Changing
individual – itis
possible tolearn tocope withthe demands andreduceexhaustion
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INEFFICACIOUS‐ Insufficient control over the
resources‐ Lack ofintrinsic andextrinsic
rewardIndividual interventions‐ Self‐compassion‐
Depressionprevention
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BURNED‐OUT‐ Lossofpositiveconnections
withothers– lackofthrivingcommunity
‐ ConflictingvaluesCYNICAL‐ Lack ofmutual respect andfairness
between people
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BURNED‐OUTANDCYNICAL‐ ?Changing the organization‐ Promote
meaning andpurpose‐ Promote engagement with
studies‐ Community andvalues‐ High risk fordrop‐out
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GENDER DIFFERENCES 2008, 2012, 2016
2
2,2
2,4
2,6
2,8
3
3,2
3,4
3,6
3,8
4
2008 2012 2016
Study engagement
menwomen
Small effect
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2
2,2
2,4
2,6
2,8
3
3,2
3,4
3,6
3,8
4
2008 2012 2016
Exhaustion
menwomen
GENDER DIFFERENCES 2008, 2012, 2016
Medium effect
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2
2,2
2,4
2,6
2,8
3
3,2
3,4
3,6
3,8
4
2008 2012 2016
Cynicism
menwomen
GENDER DIFFERENCES 2008, 2012, 2016
No effect
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GENDER DIFFERENCES 2008, 2012, 2016
2
2,2
2,4
2,6
2,8
3
3,2
3,4
3,6
3,8
4
2008 2012 2016
Inadequacy
menwomen
Medium effect
