16th EAOHP Conference
Doi:
https://eaohp.org/wp-content/uploads/2024/08/EAOHP-2024-BoP_Final.pdf
Background: Symptoms of burnout is common among students within higher education, and pose a significant risk for their health, well-being, life satisfaction, social relations, and academic results. Interventions and measures that improves student’s self-efficacy might be beneficial in stress management and can prevent or reduce symptoms of burnout. However, underlying personality traits can be a driving force behind both self-efficacy and burnout and are beneficial to investigate simultaneously. High neuroticism is a well-known risk factor for burnout and lower sense of self-efficacy, whereas high conscientiousness can act as a protective factor as well as be highly correlated with self-efficacy.
Methods: An anonymous and electronic questionnaire was administered to 250 Norwegian business students in the Fall of 2023. A total of 137 students (57% men) responded to the survey, resulting in a response rate of 55%. Burnout was measured with the Burnout Assessment Tool (BAT), whereas personality was assessed with a 20-item version of the Big Five Inventory, and self-efficacy was measured using the General Self-Efficacy Scale.
Results: The results from the multiple regression analyses showed that self-efficacy had a negative association to burnout (β = -.38***) and explained 15% of the variance. After adding the Big Five personality traits to the analyses, the association was no longer significant. Neuroticism had the strongest positive association to burnout (β = .40***), whereas conscientiousness was negatively associated to burnout (β =-.27**). The final model explained 35% of the variance in burnout. Further, personality explained 43% of the variance in self-efficacy. Openness to experience (β =.30***) and conscientiousness (β =.37***) were positively associated with self-efficacy, whereas neuroticism had a negative association to the concept (β =-.28**). The internal consistency was high for both burnout (α = .83) and self-efficacy (α = .81), and acceptable for all personality traits except for agreeableness.
Strengths and limitations: The study applied a cross-sectional design in a small to moderate sample of students which limits the conclusions that can be drawn. Additionally, applying a short measure of personality do not capture all facets of the personality traits. Hence, the results should be interpreted with caution and replicated in longitudinal studies using larger samples of students. We also recommend that mediating and moderating analyses are included in future studies. This study does, however, provide new insight to the associations between individual differences, self-efficacy and burnout in Norwegian students. It is also the first study that applies the student version of the BAT in a Norwegian sample.
Conclusion: Although self-efficacy can be a protective factor against burnout in students, the results in this study can also be contributed to higher general well-being and healthy stress management. Given that burnout is a result of prolonged stress and self-efficacy is associated with better coping abilities, this finding is not surprising. Regarding the associations between personality, burnout and self-efficacy, the findings was in accordance with previous research. However, the moderate to strong positive relationship between openness to experience and self-efficacy indicate that this trait may have an important impact on coping in students. It can also function as a moderating variable in the relationship between self-efficacy and burnout.