Burnout seems to be present in students similarly to professionals from different sectors, with resilience being one of the variables whose emergence and maintenance have been studied. In this study, we explore the association between burnout and resilience in Teaching students, analyzing the development of burnout during academic advancement, and the existence of possible differences in burnout according to different levels of resilience. For this purpose, we used a sample of 1466 Teaching students from the Faculty of Educational Sciences of the University of Granada, aged between 17 and 57, of whom 310 were men and 1141 were women. Our results indicate a negative and significant relationship between burnout and resilience. Burnout levels increase significantly throughout the studies, from the beginning to the third year, with a decrease observed around the end of the fourth and last year of the degree. Also, participants’ higher levels of resilience are associated with lower levels of burnout. Our research is of great interest and helps to determine some patterns in the presence and functioning of burnout in students of educational sciences. This contributes to optimizing the prevention and intervention initiatives to be implemented.

职业倦怠似乎与来自不同行业的专业人士相似，其中韧性是研究其出现和维持的变量之一。在这项研究中，我们探索了教学学生的倦怠与弹性之间的联系，分析了学业发展过程中倦怠的发展以及根据弹性水平不同而存在的倦怠可能存在的差异。为此，我们使用了来自格拉纳达大学教育科学学院的1466名教学学生的样本，年龄在17至57岁之间，其中男310名，女1141名。我们的结果表明，倦怠与恢复力之间存在负相关关系。从开始到第三年的整个研究中，倦怠水平显着提高，在该学位的第四年和最后一年的末尾有所下降。同样，参与者较高的弹性水平与较低的倦怠水平相关。我们的研究引起了极大的兴趣，并有助于确定教育科学专业学生倦怠的存在和功能的某些模式。这有助于优化要实施的预防和干预措施。