Personality traits, procrastination, locus of control and self-efficacy as predictors of student burnout

Istraživanja sagorijevanja na studiju pokazuju da sagorijevanje studenata predstavlja ozbiljan problem kojem je nužno posvetiti više pažnje. Studenti visoke razine sagorijevanja gube motivaciju za rad, ostvaruju lošiji akademski uspjeh, skloniji su apsentizmu i češće odustaju od školovanja. Osim toga, viša razina sagorijevanja kod studenata povezana je sa smanjenom kvalitetom života i nižom razinom dobrobiti, a rezultati nekih istraživanja navode da se sagorijevanje na studiju može nastaviti i nakon školovanja, čineći osobu sklonom bržem razvoju sindroma sagorijevanja na poslu. U ovom istraživanju nastojali smo provjeriti odnos osobina ličnosti, lokusa kontrole, samoefikasnosti i prokrastinacije s doživljajem sagorijevanja, te provjerit prediktivnu valjanost navedenih konstrukata na doživljaj sagorijevanja na studiju. U istraživanju je sudjelovao 921 student hrvatskih sveučilišta, različitih studijskih programa. Sudionici su za potrebe istraživanja ispunili IPIP 50 upitnik ličnosti, Skalu akademskog lokusa kontrole, Skalu opće samoefikasnosti, Skalu odugovlačenja i Oldenburški upitnik sagorijevanja. Rezultati ovog istraživanja pokazuju da studenti hrvatskih sveučilišta iskazuju umjereni stupanj sagorijevanja na studiju. Utvrđeno je da je dimenzija iscrpljenosti negativno povezana sa savjesnosti, emocionalnom stabilnosti i samoefikasnosti, dok je pronađena pozitivna povezanost iscrpljenosti i prokrastinacije, te eksternalnog akademskog lokusa kontrole. Slično tome, dimenzija neangažiranosti bila je negativno povezana sa samoefikasnosti i emocionalnom stabilnosti, dok je pronađena značajna pozitivna povezanost neangažiranosti i eksternalnog lokusa kontrole, te neangažiranosti i prokrastinacije. Rezultati provedenih hijerarhijskih regresijskih analiza pokazuju da uključene varijable objašnjavaju 10,1% varijance iscrpljenosti i tek 2,4% varijance neangažiranosti na studiju, pri čemu su kao značajni prediktori iscrpljenosti, uz socioekonomske varijable, dobiveni emocionalna stabilnost, intelekt i akademski lokus kontrole, dok se nijedna od uvrštenih varijabli, osim općeg zadovoljstva životom, nije potvrdila značajnim prediktorom neangažiranosti.Research on academic burnout shows that student burnout is a serious problem that needs more attention. Students who are burned out often experience loss of work motivation, have poorer academic performance, are more prone to absenteeism, and drop out more often. In addition, higher levels of student burnout are associated with reduced quality of life and lower levels of general well-being. There is evidence suggesting that symptoms of academic burnout will still exist even after graduation, following the young professionals in their early careers, making them more prone to job burnout. This research examined the relationship between personality traits, locus of control, self-efficacy, procrastination, and two core dimensions of burnout. Additionally, we wanted to determine if those constructs can significantly predict burnout. There were 921 students of various Croatian universities and study programs participating in this research. Participants completed the IPIP 50 Personality Item Pool, the Academic Locus of Control Scale, the General Self-Efficacy Scale, the Procrastination Scale, and the Oldenburg Burnout Inventory. Research findings suggest that Croatian university students experience moderate levels of academic burnout. The dimension of exhaustion was negatively correlated with conscientiousness, emotional stability, and self-efficacy, while there was a positive correlation found between exhaustion and procrastination, and exhaustion and the external academic locus of control. Similarly, the disengagement dimension was negatively associated with self-efficacy and emotional stability, while there was a significant positive correlation between disengagement and the external locus of control, and disengagement and procrastination. Hierarchical regression analyses results show that these variables explain 10,1% of the academic exhaustion variance, and only 2,4% of the academic disengagement variance. Besides socioeconomic variables, other significant predictors of exhaustion were neuroticism, intellect, and academic locus of control, while none of the included variables significantly predicted disengagement, other than general life satisfaction