Contribution of passion and multidimensional academic procrastination on burnout in the university distance learning setting
DOI:
https://doi.org/10.5944/ap.20.1.39246Keywords:
academic Burnout, obsessive passion, Harmonious Passion, Academic Procrastination, MultidimensionalityAbstract
The present study aims to examine the predictive capacity that passion for studies and multidimensional academic procrastination have on burnout. The sample included 1648 first-year students at the National University of Distance Education (UNED). Hierarchical regression analyses were conducted in two blocks. The results reveal that both psychological processes influence burnout, but in distinct ways. Passion, particularly the harmonious type, acts as a protective factor, while the obsessive type has a slightly detrimental effect on all dimensions of burnout. The introduction of academic procrastination dimensions significantly enhances the predictive capacity of the model: core procrastination and work disengagement are positive predictors of burnout, while poor time management has a reverse effect concerning cynicism, functioning as a shield against detachment and devaluation of study. This study suggests new lines of research to address unresolved debates on academic procrastination and understand its impact on well-being, performance, and student dropout rates
Downloads
References
Adil, A., Ameer, S. y Ghayas, S. (2019). Mediating Role of Flow, and Study Engagement between Academic Psychological Capital and Perceived Academic Stress among University Students. Pakistan Journal of Social and Clinical Psychology, 17(2), 12–18.
Ally, M. (2019). Competency Profile of the Digital and Online Teacher in Future Education. International Review of Research in Open and Distributed Learning, 20(2), 302–318. https://doi.org/10.19173/irrodl.v20i2.4206
Amali, S. (2019). The Relations Among Affect-Related Personality Traits, Mood, Temptation and Academic Procrastination in Everyday Life [Tesis de máster]. Carleton University, Canadá.
Amor, E. M., Baños, J. E. y Sentí, M. (2020). Prevalencia del síndrome de burnout entre los estudiantes de medicina y su relación con variables demográficas, personales y académicas [The Prevalence of Burnout Syndrome among Medical Students and its Relationship with Demographic, Personal, and Academic Variables]. FEM: Revista de la Fundación Educación Médica, 23(1), 25–33. https://doi.org/10.33588/fem.231.1036
Ángeles-Castellanos, M., Rodríguez, K., Salgado, R. y Escobar, C. (2007). Cronobiología médica. Fisiología y fisiopatología de los ritmos biológicos [Medical Chronobiology. Physiology and Physiopathology of Biological Rhythms]. Revista Facultad de Medicina UNAM, 50(6), 238–241.
Ardiles-Irarrázabal, R., Cortés-Sandoval, C., Diamond-Orellana, S., Gutiérrez-Leal, C., Paucar-Evanan, M., Toledo-Valderrama, K., Ardiles-Irarrázabal, R., Cortés-Sandoval, C., Diamond-Orellana, S., Gutiérrez-Leal, C., Paucar-Evanan, M., & Toledo-Valderrama, K. (2022). Burnout académico como factor predictivo del riesgo suicida en estudiantes de enfermería [Academic Burnout as a Predictive Factor of Suicide Risk in Nursing Students]. Index de Enfermería, 31(1), 14–18.
Balkis, M. (2013). The Relationship between Academic Procrastination and Students’ Burnout. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-1), 68–78.
Bélanger, C. y Ratelle, C. F. (2021). Passion in University: The Role of the Dualistic Model of Passion in Explaining Students’ Academic Functioning. Journal of Happiness Studies, 22(5), 2031–2050. https://doi.org/10.1007/s10902-020-00304-x
Boni, R. A. dos S., Paiva, C. E., Oliveira, M. A. de, Lucchetti, G., Fregnani, J. H. T. G. y Paiva, B. S. R. (2018). Burnout among Medical Students during the First Years of Undergraduate School: Prevalence and Associated Factors. Plos One, 13(3), Artículo e0191746. https://doi.org/10.1371/journal.pone.0191746
Bresó, E. y Salanova, M. (2002). Efectos significativos del uso de las creencias de ineficacia comocomponente del burnout académico en estudiantes universitarios. En Jornades de Foment de laInvestigació. Recuperado de www.uji.es/bin/publ/edicions/jfi8/psi/32.pdf
Bresó, E., Salanova, M. y Schaufeli, W. B. (2007). In Search of the “Third Dimension” of Burnout: Efficacy or Inefficacy? Applied Psychology, 56(3), 460–478. https://doi.org/10.1111/j.1464-0597.2007.00290.x
Bu, X., Wu, L. y Wang, H. (2021). Impact of College Students’ Academic Procrastination on Subjective Well-Being. Social Behavior and Personality, 49(7), 1–13. https://doi.org/10.2224/sbp.9858
Caballero-Domínguez, C. C., Hederich G., C. y García P., A. (2015). Relación entre burnout y engagement académicos con variables sociodemográficas y académicas [Relationship between Burnout and Academic Engagement with Sociodemographic Variables and Academic]. Psicología desde el Caribe, 32(2), 254–267 https://doi.org/10.14482/psdc.32.2.5742
Caballero-Domínguez, C. C., Hederich, C., & Sañudo, J. E. P. (2010). El burnout académico: Delimitación del síndrome y factores asociados con su aparición [Academic Burnout: Delineation of the Syndrome and Factors associated with their Emergence]. Revista latinoamericana de Psicología, 42(1), 131–146
Díaz-Morales, J. F., Ferrari, J. R., Díaz, K. y Argumedo, D. (2006). Factorial Structure of Three Procrastination Scales with a Spanish Adult Population. European Journal of Psychological Assessment, 22(2), 132–137. https://doi.org/10.1027/1015-5759.22.2.132
Donahue, E. G., Forest, J., Vallerand, R. J., Lemyre, P., Crevier‐Braud, L. y Bergeron, É. (2012). Passion for Work and Emotional Exhaustion: The Mediating Role of Rumination and Recovery. Applied Psychology: Health and Well-Being, 4(3), 341–368. https://doi.org/10.1111/j.1758-0854.2012.01078.x
Fares, J., Al Tabosh, H., Saadeddin, Z., El Mouhayyar, C. y Aridi, H. (2016). Stress, Burnout, and Coping Strategies in Preclinical Medical Students. North American Journal of Medical Sciences, 8(2), 75–81. https://doi.org/10.4103/1947-2714.177299
Flett, G. L., Stainton, M., Hewitt, P. L., Sherry, S. B. y Lay, C. (2012). Procrastination Automatic Thoughts as a Personality Construct: An Analysis of the Procrastinatory Cognitions Inventory. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30(4), 223–236. https://doi.org/10.1007/s10942-012-0150-z
Frajerman, A., Morvan, Y., Krebs, M.-O., Gorwood, P. y Chaumette, B. (2019). Burnout in medical students before residency: A systematic review and meta-analysis. European Psychiatry, 55, 36–42. https://doi.org/10.1016/j.eurpsy.2018.08.006
González-Brignardello, M. P. y Sánchez-Elvira Paniagua, Á. (2023). Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale. International Journal of Environmental Research and Public Health, 20(4), Artículo 4. https://doi.org/10.3390/ijerph20043201
Haghbin, M. (2015). Conceptualization and Operationalization of Delay: Development and Validation of the Multifaceted Measure of Academic Procrastination and the Delay Questionnaire [Tesis doctoral, Carleton University]. https://doi.org/10.22215/etd/2015-11051
Kaya, M. y Erdem, C. (2021). Students’ Well-Being and Academic Achievement: A Meta-Analysis Study. Child Indicators Research, 14(5), 1743–1767. https://doi.org/10.1007/s12187-021-09821-4
Kim, K. R. y Seo, E. H. (2015). The Relationship between Procrastination and Academic Performance: A Meta-Analysis. Personality & Individual Differences, 82, 26–33. https://doi.org/10.1016/j.paid.2015.02.038
Klein, E. M., Beutel, M. E., Müller, K. W., Wölfling, K., Brähler, E. y Zenger, M. (2019). Assessing Procrastination: Dimensionality and Measurement Invariance of the General Procrastination Scale – Screening (GPS-S) in a Representative Sample. European Journal of Psychological Assessment, 35(5), 633–640. https://doi.org/10.1027/1015-5759/a00044
Lay, C. y Schouwenburg, H. (1993). Trait Procrastination, Time Management, and Academic Behavior. Journal of Social Behavior & Personality, 84, 647–662.
Li, H., Luo, W., Xi, J. y Peng, Y. (2021). Development and Validation of the Multidimensional Procrastination Scale in Chinese: A Comprehensive Qualitative and Quantitative Investigation. European Journal of Psychological Assessment, 38(5), 412–426 https://doi.org/10.1027/1015-5759/a000675
Liu, Z., Xie, Y., Sun, Z., Liu, D., Yin, H. y Shi, L. (2023). Factors Associated with Academic Burnout and its Prevalence among University Students: A Cross-Sectional Study. BMC Medical Education, 23(1), Artículo 317. https://doi.org/10.1186/s12909-023-04316-y
Madigan, D. J., & Curran, T. (2021). Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students. Educational Psychology Review, 33(2), 387–405. https://doi.org/10.1007/s10648-020-09533-1
Marôco, J., Assunção, H., Harju-Luukkainen, H., Lin, S.-W., Sit, P.-S., Cheung, K., Maloa, B., Ilic, I. S., Smith, T. J. y Campos, J. A. D. B. (2020). Predictors of Academic Efficacy and Dropout Intention in University Students: Can Engagement Suppress Burnout? Plos One, 15(10), Artículo e0239816. https://doi.org/10.1371/journal.pone.0239816
Maslach, C. (2009). Comprendiendo el burnout [Understanding Burnout]. Ciencia y Trabajo, 11(32), 37–43.
Maslach, C., Jackson, S. E. y Leiter, M. P. (1986). Maslach Burnout Inventory. Consulting Psychologists Press.
Pychyl, T. A. y Flett, G. L. (2012). Procrastination and Self-Regulatory Failure: An Introduction to the Special Issue. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30(4), 203–212. https://doi.org/10.1007/s10942-012-0149-5
Rebetez, M. M. L., Barsics, C., Montisci, T. y Rochat, L. (2022). Towards a Dimensional, Multifactorial, and Integrative Approach to Procrastination in Everyday Life: An Illustration through Interviews. Psychologica Belgica, 62(1), 166–183. https://doi.org/10.5334/pb.1115
Rosales-Ricardo, Y., Rizzo-Chunga, F., Mocha-Bonilla, J., Ferreira, J. P., Rosales-Ricardo, Y., Rizzo-Chunga, F., Mocha-Bonilla, J. y Ferreira, J. P. (2021). Prevalence of Burnout Syndrome in University Students: A Systematic Review. Salud Mental, 44(2), 91–102. https://doi.org/10.17711/sm.0185-3325.2021.013
Ryan, R. y Deci, E. L. (2000). La Teoría de la Autodeterminación y la Facilitación de la Motivación Intrínseca, el Desarrollo Social, y el Bienestar [Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being]. American Psychologist, 55(1), 68–78. https://doi.org/10.1037110003-066X.55.1.68
Salanova, M., Bresó, E. y Schaufeli, W. B. (2005). Hacia un modelo espiral de las creencias de eficacia en el estudio del burnout y del engagement [Towards a Spiral Model of the Efficacy Beliefs in the Study of Burnout and Engagement]. Ansiedad y Estrés, 11(2-3), 215–231.
Sánchez-Elvira Paniagua, Á. (2008). Propuesta del mapa de Competencias genéricas de la UNED [Proposal for the Map of Generic Competencies at UNED]. IUED. Vicerrectorado de Calidad e Innovación Docente. UNED. http://e-spacio.uned.es/fez/view/bibliuned:500814
Sánchez-Elvira Paniagua, Á. (2014). ¿Cómo iniciarse con éxito en el aprendizaje en línea?: La experiencia de la UNED en el entrenamiento de estudiantes autorregulados. En F. Ramírez Prado y C. Rama (eds.), Los Recursos de Aprendizaje en Educación a Distancia: Nuevos Escenarios, Experiencias y Tendencias [The Learning Resources in Distance Education: New Scenarios, Experiences, and Trends] (pp. 144–173). Universidad Alas Peruanas. Fondo Editorial. http://e-spacio.uned.es/fez/view/bibliuned:501049
Sánchez-Elvira, Á., González-Brignardello, M. P. y Santamaría, M. (2009). The Benefits of the Use of Induction Virtual Communities in Supporting new Students in Distance Education Universities. http://e-spacio.uned.es/fez/view/bibliuned:500804
Saville, B. K., Bureau, A., Eckenrode, C. y Maley, M. (2018). Passion and Burnout in College Students. College Student Journal, 52(1), 105–117.
Schaufeli, W. y Salanova, M. (2007). Efficacy or Inefficacy, that’s the Question: Burnout and Work Engagement, and their Relationships with Efficacy Beliefs. Anxiety, Stress, and Coping, 20(2), 177–196. https://doi.org/10.1080/10615800701217878
Schraw, G., Wadkins, T. y Olafson, L. (2007). Doing the Things we Do: A Grounded Theory of Academic Procrastination. Journal of Educational Psychology, 99(1), 12–25. https://doi.org/10.1037/0022-0663.99.1.12
Seligman, M. E. P. y Csikszentmihalyi, M. (2000). Positive Psychology: An Introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037//0003-066X.55.1.5
Senécal, C., Koestner, R. y Vallerand, R. J. (1995). Self-Regulation and Academic Procrastination. The Journal of Social Psychology, 135(5), 607–619. https://doi.org/10.1080/00224545.1995.9712234
Sirois, F. M. y Pychyl, T. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115–127. https://doi.org/10.1111/spc3.12011
Sirois, F. M. y Pychyl, T. A. (2016). Procrastination, Health, and Well-Being. Academic Press.
Stainton, M., Lay, C. H. y Flett, G. L. (2000). Trait Procrastinators and Behavior/Trait-Specific Cognitions. Journal of Social Behavior & Personality, 15(5), 297–312.
Steel, P. (2007). The Nature of Procrastination: A Meta-analytic and Theoretical Review of Quintessential Self-Regulatory Failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
Stoeber, J., Childs, J. H., Hayward, J. A. y Feast, A. R. (2011). Passion and Motivation for Studying: Predicting Academic Engagement and Burnout in University Students. Educational Psychology, 31(4), 513–528. https://doi.org/10.1080/01443410.2011.570251
Tice, D. M. y Baumeister, R. F. (1997). Longitudinal Study of Procrastination, Performance, Stress, and Health: The Costs and Benefits of Dawdling. Psychological Science, 8(6), 454–458. https://doi.org/10.1111/j.1467-9280.1997.tb00460.x
Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C., Léonard, M., Gagné, M. y Marsolais, J. (2003). Les passions de l’âme: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756–767. https://doi.org/10.1037/0022-3514.85.4.756
Zarean, M. y Karami Isheqlou, L. (2021). The Mediating Role of Academic Procrastination in the Structural Relations between Perfectionism Dimensions and Academic Burnout. Journal of School Counseling, 1(2), 1–19. https://doi.org/10.22098/jsc.2021.1590
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
