Burnout em estudantes universitários e relação com o autoconceito e desempenho académico
DOI:
https://doi.org/10.31211/rpics.2024.10.1.319Palavras-chave:
Autoconceito, Burnout Académico, Desempenho Académico, Estudantes Universitários, Estudo TransversalResumo
Contexto: Com a prevalência crescente do burnout académico em estudantes universitários, torna-se essencial aprofundar a compreensão deste fenómeno em contextos educativos exigentes, visando melhorar a sinalização e intervenção. Objetivo: Investigar os níveis de burnout em estudantes universitários e as suas relações com variáveis sociodemográficas e académicas e examinar o impacto do burnout e do autoconceito e no desempenho académico numa amostra portuguesa. Métodos: Participaram 1122 estudantes universitários portugueses, com idades entre os 17 e 65 anos (M = 23,59), maioritariamente do sexo feminino (n = 850; 75,8%). Aplicaram-se um Questionário Sociodemográfico-Académico, o Self-Description Questionnaire III e o Oldenburg Burnout Inventory – Student Version. Resultados: Predominaram baixos níveis de burnout. As estudantes reportaram níveis inferiores de burnout e desempenho académico superior comparativamente aos homens. Embora se tenha observado uma diminuição de burnout com o avanço nos anos académicos (r = -0,13; p< 0,01), verificou-se um aumento com a progressão da idade (r = 0,22; p < 0,01). Áreas mais exigentes como Matemática e Estatística mostraram maiores níveis de exaustão emocional. Um autoconceito positivo associou-se a menores níveis de burnout. A Exaustão Emocional (β = 0,10; p < 0,01) e o Distanciamento Emocional (β = 0,21; p < 0,001) e o Autoconceito Académico (β = -0,52; p < 0,001) revelaram-se preditores significativos do desempenho académico. Conclusões: O burnout e o autoconceito predizem o desempenho académico, sublinhando a necessidade de intervenções direcionadas que fortaleçam o autoconceito e mitiguem o burnout, de modo a promover um ambiente académico mais saudável.
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