THE RELATIONSHIP BETWEEN ACADEMIC BURNOUT AND ACADEMIC SELF-EFFICACY AMONG NURSING AND PARAMEDICS COLLEGE STUDENTS

Academic self-efficacy is one of the affective factors in incompetency and
emotional exhaustion that students experience when confronting a chronic stress caused by the lack of
necessary resources to perform their assigned duties and tasks. Therefore this study was conducted to
determine the relationship between academic burnout and academic self-efficacy.
Material & Methods: In this cross-sectional study, 264 undergraduate students in nursing, anesthesia,
operating room and medical emergencies were randomly selected. Demographic-educational
information was gathered by using Maslach academic burnout scale, and Zajakova academic selfefficacy scale. We used descriptive statistics and logistic regression in SPSS 16 statistical software to
analyze the data.
Results: The mean (±SD) score of the academic burnout of students participated in the study was
28.52±15.84, and in overall, 24.1% of students had high level of academic burnout. Also the mean
(±SD) score of the academic self-efficacy of students was 179.46 ± 47.44 and overall 24.3% of
students had high level of academic self-efficacy. Based on the results obtained from univariate
logistic regression, all of academic self-efficacy subscales had significant inverse correlation with
academic burnout. When these variables were included in the multivariate regression model only
communicate confidently outside class performance had significant relation with academic burnout
(OR: 0.94 95%CI: 0.89-0/98).
Conclusion: Based on our findings, students with higher self-efficacy have less susceptibility for
academic burnout and thus strengthening the variable among nursing and paramedics’ college students
that usually have a high level of academic burnout can improve their academic performance.