A Relação Entre o Burnout e Engajamento Com a Autoeficácia e Autoregulação dos Estudantes Universitários

Abstract

The educational scenario brings us numerous challenges and concerns, among them, the increase in levels of stress and exhaustion in university students in a post-pandemic context. In the literature, researchers have focused on the risks of burnout and its effects in different contexts, including the educational one, so it is necessary to expand this perspective, relating it to factors that impact students. In this sense, the objective of this work is to present an integrated model, in which the mediating effect of self-efficacy, engagement and self-regulation with regard to student burnout was tested. The sample submitted to the study consisted of 941 students enrolled in distance graduation courses. Due to the characteristics of the research, the statistical technique used was structural equation modeling. The results have implications: such as explaining the relationships through a structural model in which it was possible to identify that burnout negatively impacts self-efficacy and engagement, which, in turn, positively impact self-regulation. The contribution is related to the validation and development of the integrated model composed of second-order constructs. In addition, the mediation of the engagement and self-regulation constructs was identified, according to the Brazilian educational reality.