Style radzenia sobie ze stresem a wypalenie edukacyjne u studentów
Abstrakt
Celem niniejszej pracy było zbadanie związku między stylami radzenia sobie ze stresem a wypaleniem edukacyjnym u studentów. Badanie przeprowadzono wśród 107 polskich studentów z wykorzystaniem metody ilościowej. Zastosowano Kwestionariusz Radzenia Sobie w Sytuacjach Stresowych CISS, Oldenburski Kwestionariusz Wypalenia w wersji dla studentów OLBI-S oraz autorską ankietę obejmującą zmienne demograficzne i pytania dotyczące studiowania, stresu oraz wypalenia edukacyjnego. Wyniki wskazują, że style radzenia sobie ze stresem były silniej powiązane z brakiem zaangażowania niż z wyczerpaniem akademickim. Styl skoncentrowany na zadaniu wiązał się z niższym poziomem braku zaangażowania, natomiast styl unikowy oraz angażowanie się w czynności zastępcze współwystępowały z jego wyższym nasileniem. W badanej grupie studenci najczęściej deklarowali wykorzystywanie stylu zadaniowego, rzadziej emocjonalnego, a najrzadziej unikowego. Nie stwierdzono związku między rokiem studiów a poziomem wypalenia akademickiego. Odnotowano natomiast wyższy poziom braku zaangażowania u studentów stacjonarnych niż niestacjonarnych oraz jego dodatni związek z liczbą godzin poświęcanych tygodniowo na obowiązki akademickie. Uzyskane wyniki sugerują, że w analizowanej grupie wypalenie edukacyjne ujawniało się przede wszystkim w obszarze motywacyjnego dystansowania się wobec studiów, a nie w wymiarze wyczerpania.
The aim of this study was to examine the relationship between stress coping styles and academic burnout among university students. The study was conducted on a sample of 107 Polish students using a quantitative method. The research instruments included the Coping Inventory for Stressful Situations (CISS), the Oldenburg Burnout Inventory – Student Version (OLBI-S), and a self-developed questionnaire covering demographic variables and questions regarding studying, stress, and academic burnout. The results indicate that stress coping styles were more strongly related to disengagement than to academic exhaustion. A task-oriented coping style was associated with lower levels of disengagement, whereas an avoidance-oriented style and engaging in substitute activities co-occurred with its higher intensity. In the studied group, students most frequently declared using the task-oriented style, less frequently the emotion-oriented style, and least frequently the avoidance-oriented style. No relationship was found between the year of study and the level of academic burnout. However, a higher level of disengagement was observed among full-time students compared to part-time students, as well as a positive correlation between disengagement and the number of hours spent weekly on academic duties. The obtained results suggest that in the analyzed group, academic burnout manifested itself primarily in the area of motivational distancing from studies rather than in the dimension of exhaustion.
The aim of this study was to examine the relationship between stress coping styles and academic burnout among university students. The study was conducted on a sample of 107 Polish students using a quantitative method. The research instruments included the Coping Inventory for Stressful Situations (CISS), the Oldenburg Burnout Inventory – Student Version (OLBI-S), and a self-developed questionnaire covering demographic variables and questions regarding studying, stress, and academic burnout. The results indicate that stress coping styles were more strongly related to disengagement than to academic exhaustion. A task-oriented coping style was associated with lower levels of disengagement, whereas an avoidance-oriented style and engaging in substitute activities co-occurred with its higher intensity. In the studied group, students most frequently declared using the task-oriented style, less frequently the emotion-oriented style, and least frequently the avoidance-oriented style. No relationship was found between the year of study and the level of academic burnout. However, a higher level of disengagement was observed among full-time students compared to part-time students, as well as a positive correlation between disengagement and the number of hours spent weekly on academic duties. The obtained results suggest that in the analyzed group, academic burnout manifested itself primarily in the area of motivational distancing from studies rather than in the dimension of exhaustion.