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Resilience and burnout in educational science university students: Developmental analysis according to progression in the career

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Abstract

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.

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Acknowledgments

The authors wish to express their gratitude to the professors of the degrees of Primary and Early Childhood Education of the Faculty of Education Sciences of the University of Granada for their positive disposition towards and collaboration with the current work.

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This research work has not received any type of financial support from public, private, or non-profit institutions.

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Authors and Affiliations

  1. Developmental and Educational Psychology, Faculty of Educational Sciences, University of Granada, Granada, Spain

    Antonio Fernández-Castillo & María José Fernández-Prados

  2. Departamento de Psicología Evolutiva y de la Educación, Facultad de Ciencias de la Educación, Campus de Cartuja S/n°, 18071, Granada, Spain

    Antonio Fernández-Castillo

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Correspondence to Antonio Fernández-Castillo.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Additionally, a favourable endorsement was received from the Research and Ethics Committee of the University of Granada.

Regulation (EU) 2016/679 of the European Parliament and of the Council of April 27, 2016 on the protection of natural persons with regard to the processing of personal data was followed at all times.

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Fernández-Castillo, A., Fernández-Prados, M.J. Resilience and burnout in educational science university students: Developmental analysis according to progression in the career. Curr Psychol 42, 4293–4302 (2023). https://doi.org/10.1007/s12144-021-01370-x

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