Burnout and academic performance: effect of the combination of remunerated jobs and starting university degree studies
efecto de la combinación de la actividad laboral remunerada e iniciar los estudios de grado universitario (effect of the combination of remunerated jobs and starting university degree studies)
DOI:
https://doi.org/10.47197/retos.v41i0.85971Keywords:
Academic burnout, academic performance, remunerated jobs, students, universityAbstract
Goal. The aim of our study is to analyze whether combining university studies and professional work activity is associated with academic burnout syndrome in 1st year students at the University of Vic-Central University of Catalonia (UVic-UCC) and the relationship on performance academic. Methodology. It is a non-experimental observational study of cross-sectional design. The sample consisted of 301 1st year undergraduate students in the UVic-UCC. The instruments used consist of a telematic structured survey and the Maslach Burnout Inventory-Student Survey questionnaire. Results. 16.9% of the students present academic burnout. No statistically significant differences were observed by sex. 33% of students have a remunerated job that they combine with their studies. Of these students, 14.1% have academic burnout. There are no significant differences in academic performance between students who work and study and those who only study. Conclusion: At the beginning of the first year of the university degree, a third of the students combined their studies with work. The fact of working and starting university studies does not produce an increase in academic burnout. Students show burnout whether they work or not. Academic performance is not affected by combining work and university studies.
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Copyright (c) 2021 Agustí Comella, Joan-Carles Casas-Baroy, Anna Comella-Company, Paola Galbany-Estragués, Ramon Pujol, Jaume-Miquel Marc-Amengual
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