Hostname: page-component-586b7cd67f-rdxmf Total loading time: 0 Render date: 2024-11-23T02:16:15.089Z Has data issue: false hasContentIssue false
  • English
  • Français

Exploring five factor model personality traits as predictors of burnout dimensions among college students in the Philippines

Published online by Cambridge University Press:  27 December 2016

Marc Eric S. Reyes ,
Roger D. Davis ,
Cherline A. San Diego ,
Mara Carmina A. Tamayo ,
Nolein Verniz V. Dela Cruz ,
Kathleen Kaye C. Don  and
Clarize V. Pallasigue
Marc Eric S. Reyes*
Affiliation:
University of Santo Tomas
Roger D. Davis
Affiliation:
Institute for the Study of Personality
Cherline A. San Diego
Affiliation:
University of Santo Tomas
Mara Carmina A. Tamayo
Affiliation:
University of Santo Tomas
Nolein Verniz V. Dela Cruz
Affiliation:
University of Santo Tomas
Kathleen Kaye C. Don
Affiliation:
University of Santo Tomas
Clarize V. Pallasigue
Affiliation:
University of Santo Tomas
*
corresponding author: Marc Eric S. Reyes Department of PsychologyUniversity of Santo TomasManila Philippines Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Burnout occurs among students when they suddenly lose interest in their studies due to feeling physically and emotionally drained. They experience further emotional depletion due to study demands, distrustfulness and detachment about their work. This study investigated the relationship between the Five-Factor Model (FFM) personality traits and burnout, as operationalised by Maslach's three dimensions of burnout, namely exhaustion, cynicism and reduced personal efficacy. Previous Western research was replicated in order to contribute to the cross-cultural literature on burnout. The Maslach Burnout Inventory – Student Survey University Form and the NEO – Personality Inventory Revised Form S were subjected to stepwise forward regression using FFM factors and facets to predict the scores on each burnout dimension. Five hundred and seventy-seven Filipino college students (age 17 to 24) from private universities and colleges within Metro Manila participated. Results revealed that neuroticism and conscientiousness predict all three burnout constructs. However, certain facets of neuroticism and conscientiousness are more important than others. At the facet level, facets of agreeableness and openness contributed to prediction of burnout as well.

Keywords

BurnoutFive Factor ModelCollege StudentsCollectivistic Cultures
Type
Articles
Information
Journal of Tropical Psychology , Volume 6 , 2016 , e4
Copyright
Copyright © The Author(s) 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alacacioglu, A., Yavuzsen, T., Dirioz, M., Oztop, I. & Yilmaz, U. (2009). Burnout in nurses and physicians working at an oncology department. Psychooncology. 18 (5), 543–548.Google Scholar
Almeida, G. C., Souza, H. R., Almeida, P. C., Almeida, B.C. & Almeida, G. H. (2016). The prevalence of burnout syndrome in medical students. Archives of Clinical Psychiatry (São Paulo), 43 (1), 6–10. doi: 10.1590/0101-60830000000072.Google Scholar
American Psychiatric Association., & American Psychiatric Publishing. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. Washington: American Psychiatric Publishing.Google Scholar
APA (2002). Developing adolescents: A reference for professionals. Washington, DC: American Psychological Society . Google Scholar
Azeem, S. (2013). Conscientiousness, neuroticism and burnout among healthcare employees. International Journal of Academic Research in Business and Social Sciences, 3 (7), 467–477. doi: 10.6007/IJARBSS/v3-i7/68.CrossRefGoogle Scholar
Bakker, A., Van Der Zee, K., Lewig, K. & Dollard, M. (2006). The relationship between the Big Five personality factors and burnout: a study among volunteer counsellors. The Journal of Social Psychology. 146 (1), 31–50. doi: 10.3200/SOCP.146.1.31-50.Google Scholar
Cañadas-De la, Fuente G. A., Vargas, C., San Luis, C., Garcia, I., Cañadas, G. R. & De la, Fuente E. I., (2015). Risk factors and prevalence of burnout syndrome in the nursing profession. International Journal of Nursing Studies, 52, 240–249. doi: 10.1016/j.ijnurstu.2014.07.0010020-7489.Google Scholar
Chakraborty, R., Chatterjee, A. & Chaudhury, S. (2012). Internal predictors of burnout in psychiatric nurses: an Indian study. Industrial Psychiatry Journal, 21 (2), 119–124. doi: 10.4103/0972-6748.119604.Google Scholar
Costa, P. T. Jr & McCrae, R. R. (1992). The five-factor model of personality and its relevance to personality disorders. Journal of Personality Disorders, 6 (4), 343–359. doi: 10.1521/pedi.1992.6.4.343.CrossRefGoogle Scholar
Costa, P. T. Jr., McCrae, R. R. & Dye, D. A. (1991). Facet scales for Agreeableness and Conscientiousness: A revision of the NEO Personality Inventory. Personality and Individual Differences, 12, 887–898. doi: 10.1016/0191-8869(91)90177-D.Google Scholar
Curtis, A. (2015). Defining adolescence. Journal of Adolescent and Family Health, 7 (2), Article 2.Google Scholar
David, A. (2010). Examining the relationship of personality and burnout in college students: The role of academic motivation. Educational Measurement and Evaluation Review, 1, 90–104.Google Scholar
Edberg, M. (2009). Part 3: Revised Draft UNICEF/LAC Core Indicators for MICS4 (And Beyond) with Rationale and Sample Module. USA: UNICEF.Google Scholar
Hakanen, J. J., Schaufeli, W. B. & Ahola, K. (2008). The Job Demands-Resources model: A three-year cross-lagged study of burnout, depression, commitment, and work engagement. Work & Stress, 22 (3), 224–241.Google Scholar
Hudek-Knežević, J., Krapić, N. & Kardum, I. (2006). Burnout in dispositional context: The role of personality traits, social support and coping styles. Review of Psychology, 13 (2), 65–73.Google Scholar
Kokkinos, C. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229–243. doi: 10.1348/000709905X90344.Google Scholar
Kutsal, D. & Bilge, F. (2012). Adaptation of Maslach burnout inventory – student survey: validity and reliability study. World Applied Sciences Journal, 19 (9), 1360–1366. doi: 10.5829/idosi.wasj.2012.19.09.2798.Google Scholar
Lee, K. & Ashton, M. C. (2004). Psychometric properties of the HEXACO personality inventory. Multivariate Behavioral Research, 39, 329–358. doi: 10.1207/s15327906mbr3902_8.Google Scholar
Maslach, C. & Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied & Preventive Psychology, 7, 63–74. doi: 10.1016/S0962-1849(98)80022-X.CrossRefGoogle Scholar
Maslach, C. & Jackson, S. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99–113. doi: 10.1002/job.4030020205.Google Scholar
Maslach, C. & Schaufeli, W. B. (1993), Historical and conceptual development of burnout, in Schaufeli, W. B., Maslach, C. & Marek, T. (eds), Professional Burnout: Recent Developments in Theory and Research (pp. 1–16). Washington, DC: Taylor & Francis.Google Scholar
Mills, L. B. & Huebner, E. S. (1998). A prospective study of personality characteristics, occupational stressors, and burnout among school psychology practitioners. Journal of School Psychology, 36 (1), 103–120. doi: 10.1016/S0022-4405(97)00053-8.Google Scholar
Morgan, B. & de Bruin, K. (2010). The relationship between the big five personality traits and burnout in South African university students. South African Journal of Psychology, 40 (2), 182–191. doi: 10.1177/008124631004000208.Google Scholar
Periard, D. & Burns, G. (2014). The relative importance of big five facets in the prediction of emotional exhaustion. Personality and Individual Differences, 63, 1–5. doi: 10.1016/j.paid.2014.01.036.Google Scholar
Pienaar, J. & Wyk, D. V. (2006). Teacher burnout: Construct equivalence and the role of union membership. South African Journal of Education, 26, 541–551.Google Scholar
Plieger, T., Melchers, M., Montag, C., Meerman, R. & Reuter, M. (2015). Life stress as potential risk factor for depression and burnout. Burnout Research, 2, 19–24. doi: 10.1016/j.burn.2015.03.001.Google Scholar
Roberts, B. W., Kuncel, N. R., Shiner, R., Caspi, A. & Goldberg, L. R. (2007). The power of personality: The comparative validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes. Perspectives on Psychological Science, 2 (4), 313–345. doi: 10.1111/j.1745-6916.2007.00047.x CrossRefGoogle ScholarPubMed
Saucier, G. (2009). Recurrent personality dimensions in inclusive lexical studies: Indications for a Big Six structure. Journal of Personality, 77 (5), 1577–1614. doi: 10.1111/j.1467-6494.2009.00593.x Google Scholar
Schaufeli, W. B., Leiter, M. P., Maslach, C. & Jackson, S. E. (1996). Maslach Burnout Inventory—General Survey (MBI-GS). In Maslach, C., Jackson, S. E. & Leiter, M. P. (eds), Maslach Burnout Inventory manual (3rd ed). Palo Alto, CA: Consulting Psychologists Press.Google Scholar
Schaufeli, W., Martinez, I., Pinto, A., Salanova, M. & Bakker, A. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 5 (33), 464–481. doi: 10.1177/0022022102033005003.Google Scholar
Soliemanifar, O. & Shaabani, F. (2012). The relationship between personality traits and academic burnout in postgraduate students. Journal of Life Science and Biomedicine, 3 (1), 60–63.Google Scholar
Storm, K. & Rothmann, S. (2003). The relationship of burnout, personality traits, and coping strategies in a corporate pharmaceutical group. Journal of Industrial Psychology, 4 (29), 35–42. doi: 10.4102/sajip.v29i4.128.Google Scholar
Vorkapić, S. T. & Mustapić, J. (2012). Internal and external factors in professional burnout of substance abuse counsellors in Croatia. Ann Ist Super Sanità, 48 (2), 189–197. doi: 10.4415/ANN_12_02_12 Google Scholar
Zellarsi, K., Hochwarter, W., Perrewe, P., Hoffman, N. & Ford, E. (2004). Experiencing job burnout: The roles of positive and negative traits and states. Journal of Applied Social Psychology, 34 (5), 887–911. doi: 10.1111/j.1559-1816.2004.tb02576.x. CrossRefGoogle Scholar