Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-19T02:05:59.737Z Has data issue: false hasContentIssue false

It Must have been Burnout: Prevalence and Related Factors among Spanish PhD Students

Published online by Cambridge University Press:  23 July 2020

Miguel A. Sorrel*
Affiliation:
Universidad Autónoma de Madrid (Spain)
José Ángel Martínez-Huertas
Affiliation:
Universidad Autónoma de Madrid (Spain)
María Arconada
Affiliation:
Universidad Autónoma de Madrid (Spain)
*
Correspondence concerning this article should be addressed to Miguel A. Sorrel. Departamento de Psicología Social y Metodología de la Universidad Autónoma de Madrid. Madrid (Spain). E-mail: [email protected]

Abstract

Recent studies in different countries indicate that PhD students are more vulnerable to psychological disorders compared to the general population. No such data are available for the Spanish population. This study addresses this issue by studying prevalence rates and factors related to a common response to prolonged stress such as burnout syndrome. Burnout, emotional abilities, resilience, satisfaction with the dissertation advisor, and sociodemographic data were collected from 305 PhD students. The results indicated that the burnout rates are high in this group, especially for the emotional exhaustion dimension. Different linear regression models explained between 14% and 41% of the overall burnout scores variance and its dimensions. The psychological variables and the satisfaction with the dissertation advisor were the most relevant predictors. Consistent with what has been found in other countries, the evidence found indicates that the mental state of PhD students in Spain is alarming. The results of this study have important implications for the design and implementation of interventions to alleviate this problem.

Type
Research Article
Copyright
© Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2020

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.)

Footnotes

Conflicts of Interest. None

This research received no specific grant from any funding agency, commercial or not-for-profit sectors.

References

Abad, F. J., Sorrel, M. A., Román, F. J., & Colom, R. (2016). The relationships between WAIS–IV factor index scores and educational level: A bifactor model approach. Psychological Assessment, 28(8), 987–100. http://doi.org/10.1037/pas0000228CrossRefGoogle ScholarPubMed
Aguayo, R., Vargas, C., de la Fuente, E. I., & Lozano, L. M. (2011). A meta-analytic reliability generalization study of the Maslach Burnout Inventory. International Journal of Clinical and Health Psychology, 11(2), 343361.Google Scholar
Arnold, K., Fisher, C., & Glover, R. (1998). Satisfaction with academic advising: Developing a measurement tool. Quality in Higher Education, 4(3), 247256. http://doi.org/10.1080/1353832980040305CrossRefGoogle Scholar
Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22, 309328. http://doi.org/10.1108/02683940710733115CrossRefGoogle Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.Google Scholar
Blanco-Donoso, L. M., Demerouti, E., Garrosa-Hernández, E., Moreno-Jiménez, B., & Carmona-Cobo, I. (2015). Positive benefits of caring on nurses’ motivation and well-being: A diary study about the role of emotional regulation abilities at work. International Journal of Nursing Studies, 52(4), 804816. http://doi.org/10.1016/j.ijnurstu.2015.01.002CrossRefGoogle Scholar
Blanco-Donoso, L. M., Moreno-Jiménez, B., Pereira, G., & Garrosa, E. (2019). Effects of co-worker and supervisor support on nurses’ energy and motivation through role ambiguity and psychological flexibility. The Spanish Journal of Psychology, 22, E25. http://doi.org/10.1017/sjp.2019.10CrossRefGoogle ScholarPubMed
Brewer, E. W., & Shapard, L. (2004). Employee burnout: A metaanalysis of the relationship between age or years of experience. Human Resource Development Review, 3(2), 102123. http://doi.org/10.1177/1534484304263335CrossRefGoogle Scholar
Buunk, B. P., & Schaufeli, W. B. (1993). Burnout: A perspective from social comparison theory. In Schaufeli, W. B., Maslach, C., & Marek, T. (Eds.), Professional burnout: Recent developments in theory and research (pp. 5369). Taylor & Francis. http://doi.org/10.4324/9781315227979-5Google Scholar
Cañadas-De la Fuente, G. A., Vargas, C., San Luis, C., García, 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(1), 240249. http://doi.org/10.1016/j.ijnurstu.2014.07.001CrossRefGoogle ScholarPubMed
Cunningham, W. G. (1983). Teacher burnout—Solutions for the 1980s: A review of the literature. The Urban Review, 15(1), 3751. http://doi.org/10.1007/BF01112341CrossRefGoogle Scholar
Dericks, G., Thompson, E., Roberts, M., & Phua, F. (2019). Determinants of PhD student satisfaction: The roles of supervisor, department, and peer qualities. Assessment & Evaluation in Higher Education, 44(7), 10531068. http://doi.org/10.1080/02602938.2019.1570484CrossRefGoogle Scholar
Dickson, J. M., Johnson, S., Huntley, C. D., Peckham, A., & Taylor, P. J. (2017). An integrative study of motivation and goal regulation processes in subclinical anxiety, depression and hypomania. Psychiatry Research, 256, 612. http://doi.org/10.1016/j.psychres.2017.06.002CrossRefGoogle ScholarPubMed
Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36(3), 282284. http://doi.org/10.1038/nbt.4089CrossRefGoogle ScholarPubMed
Extremera, N., Fernández-Berrocal, P., & Durán, A. (2003). Inteligencia emocional y burnout en profesores [Emotional intelligence and burnout in teachers]. Encuentros en Psicología Social, 1(5), 260265.Google Scholar
Fernández-Berrocal, P., Extremera, N., & Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychological Reports, 94(3), 751755. http://doi.org/10.2466/pr0.94.3.751-755CrossRefGoogle ScholarPubMed
García-Carmona, M., Marín, M. D., & Aguayo, R. (2019). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education, 22, 189208. http://doi.org/10.1007/s11218-018-9471-9CrossRefGoogle Scholar
García-Izquierdo, M., Ríos-Risquez, M. I., Carrillo-García, C., & Sabuco-Tebar, E. d. l. A. (2018). The moderating role of resilience in the relationship between academic burnout and the perception of psychological health in nursing students. Educational Psychology, 38(8), ixiii. http://doi.org/10.1080/01443410.2015.1044944CrossRefGoogle Scholar
Green, A. E., Albanese, B. J., Shapiro, N. M., & Aarons, G. A. (2014). The roles of individual and organizational factors in burnout among community-based mental health service providers. Psychological Services, 11(1), 4149. http://doi.org/10.1037/a0035299CrossRefGoogle ScholarPubMed
Hobfoll, S. E., & Shirom, A. (2000). Conservation of resources theory: Applications to stress and management in the workplace. In Golembiewski, R. T. (Ed.), Handbook of organization behavior (pp. 5781). Dekker.Google Scholar
Kinman, G. (2001). Pressure points: A review of research on stressors and strains in UK academics. Educational Psychology, 21(4), 473492. http://doi.org/10.1080/01443410120090849CrossRefGoogle Scholar
Lara, R. M. M., Donoso, L. M. B., Jiménez, B. M., Chávez, A. P., & Herrero, M. (2016). Recursos universitarios y personales promotores de bienestar y salud en estudiantes universitarios. Psicología y Salud, 26(2), 195205.Google Scholar
Levecque, K., Anseel, F., De Beuckelaer, A., van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868879. http://doi.org/10.1016/j.respol.2017.02.008CrossRefGoogle Scholar
Liu, C., Wang, L., Qi, R., Wang, W., Jia, S., Shang, D., Shao, Y., Yu, M., Zhu, X., Yan, S., Chang, Q., & Zhao, Y. (2019). Prevalence and associated factors of depression and anxiety among doctoral students: The mediating effect of mentoring relationships on the association between research self-efficacy and depression/anxiety. Psychology Research and Behavior Management, 12, 195208. http://doi.org/10.2147/PRBM.S195131CrossRefGoogle ScholarPubMed
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99113. http://doi.org/10.1002/job.4030020205CrossRefGoogle Scholar
Maslach, C., & Jackson, S. E. (1986). Maslach Burnout Inventory Manual (2nd Ed.). Consulting Psychologists Press.Google Scholar
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227238. http://doi.org/10.1037//0003-066x.56.3.227CrossRefGoogle ScholarPubMed
Ministerio de Ciencia, Innovación y Universidades (2020). Estadística de personal en las universidades (Curso 2018–2019) [University personnel statistics (Course 2018-2019]. http://estadisticas.mecd.gob.es/EducaJaxiPx/Tabla.htm?path=/Universitaria/Personal/EPU_2018-2019/PDI/Edad//l0/&file=PDI0104.pxGoogle Scholar
Nature (2019). Being a PhD student shouldn’t be bad for your health [Editorial]. Nature, 569, 307. http://doi.org/10.1038/d41586-019-01492-0CrossRefGoogle Scholar
Padilla, M. A., & Thompson, J. N. (2016). Burning out faculty at doctoral research universities. Stress & Health, 32(5), 551558. http://doi.org/10.1002/smi.2661CrossRefGoogle ScholarPubMed
Peluso, D. L., Carleton, R. N., & Asmundson, G. J. (2011). Depression symptoms in Canadian psychology graduate students: Do research productivity, funding, and the academic advisory relationship play a role? Canadian Journal of Behavioural Science, 43(2), 119. http://doi.org/10.1037/a0022624CrossRefGoogle Scholar
Pines, A. M. (1993). Burnout: An existential perspective. In Schaufeli, W. B., Maslach, C., & Marek, T. (Eds.), Professional burnout: Recent developments in theory and research (pp. 3351). Taylor & Francis. http://doi.org/10.4324/9781315227979-4Google Scholar
Pool, L. D., & Qualter, P. (2012). Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students. Learning and Individual Differences, 22(3), 306312. http://doi.org/10.1016/j.lindif.2012.01.010CrossRefGoogle Scholar
Reevy, G. M., & Deason, G. (2014). Predictors of depression, stress, and anxiety among non-tenure track faculty. Frontiers in Psychology, 5(701), 117. http://doi.org/10.3389/fpsyg.2014.00701CrossRefGoogle ScholarPubMed
Rodríguez-Rey, R., Alonso-Tapia, J., & Hernansaiz-Garrido, H. (2016). Reliability and validity of the Brief Resilience Scale (BRS) Spanish Version. Psychological Assessment, 28(5), e101e110. http://doi.org/10.1037/pas0000191CrossRefGoogle ScholarPubMed
Salanova, M., Martínez, I.Bresó, E., Llorens, S., & Grau, R. (2005). Bienestar psicológico en estudiantes universitarios: Facilitadores y obstaculizadores del desempeño académico [Psychological well-being among university students: Facilitators and obstacles of academic performance]. Anales de Psicología, 21(1), 170180.Google Scholar
Santen, S. A., Holt, D. B., Kemp, J. D., & Hemphill, R. R. (2010). Burnout in medical students: Examining the prevalence and associated factors. Southern Medical Journal, 103(8), 758763. http://doi.org/10.1097/SMJ.0b013e3181e6d6d4CrossRefGoogle ScholarPubMed
Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C. C., & Luszczynska, A. (2016). Associations between job burnout and self-efficacy: A meta-analysis. Anxiety, Stress, & Coping, 29(4), 367386. http://doi.org/10.1080/10615806.2015.1058369CrossRefGoogle ScholarPubMed
Siegrist, J. (1996). Adverse health effects of high-effort/low-reward conditions. Journal of Occupational Health Psychology, 1(1), 2741. http://doi.org/10.1037/1076-8998.1.1.27CrossRefGoogle ScholarPubMed
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120, 238245. http://doi.org/10.1016/j.paid.2017.08.014CrossRefGoogle Scholar
Vanheule, S., Rosseel, Y., & Vlerick, P. (2007). The factorial validity and measurement invariance of the Maslach Burnout Inventory for human services. Stress and Health, 23(2), 8791. http://doi.org/10.1002/smi.1124.CrossRefGoogle Scholar