Academic burnout syndrome in university students during the Covid-19 pandemic

The academic school period in the context of the pandemic is an antecedent for the development and fixation of academic burnout. The aim was to analyze the academic burnout syndrome in university students during the pandemic by comparing its social variables. Comparative descriptive study, with quantitative approach, non-experimental - cross-sectional design. A total of 755 intentionally selected students participated and were administered the Maslach Burnout Inventory-Student Survey. It was found that the level of burnout syndrome in university students is moderate and, in the dimensions emotional exhaustion and depersonalization it is also at a medium level, unlike the personal fulfillment dimension, where the level is low. In addition, women and men present symptoms and signs, as well as, students who work and study, from the engineering area and from the first cycles (under 19 years of age). It is concluded that the study is original and clearly demonstrates the differences in the behavior of burnout syndrome among students according to their social variables

Validation of the Maslach burnout inventory-student survey (MBISS) in the Peruvian academic context

To determine Burnout syndrome, the questionnaire has been used to measure samples of workers primarily in the health sector and then in new contexts such as security and education, based on the assumption that academic activity is equivalent to that of a formal worker. In that sense, it has been shown that students may experience burnout along with disinterest, self-sabotage in academic activities and feelings of helplessness. It was proposed to analyze the psychometric properties of the academic burnout syndrome inventory in university students in Arequipa, Peru. This was an instrumental study, in which 755 people participated, 163 cases were withdrawn for incorrect answers, obtaining a sample of 592 students of both sexes. The Maslach Burnout Inventory validated in Colombia was used, and the students were contacted after authorization from the educational authorities and the respective informed consent. Results were obtained indicating that the test has a factorial structure of three dimensions: Emotional exhaustion, personal fulfillment and depersonalization. The omega coefficient for the three factors reveals high-reliability indicators (.89). It is concluded that the inventory shows adequate validity and reliability indicators for the measurement of Burnout syndrome in university students in the Peruvian context. &nbsp