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PLoS One. 2014 Jan 29;9(1):e87152. doi: 10.1371/journal.pone.0087152. eCollection 2014.

Moving away from exhaustion: how core self-evaluations influence academic burnout.

Author information

1
Department of Urology, Peking Union Medical College Hospital, Chinese Academy of Medical Science and Peking Union Medical College, Beijing, People's Republic of China.
2
Political Work Academic Department, National Defense University, Beijing, People's Republic of China.
3
Department of Psychology, Forth Military Medical University, Shaanxi, People's Republic of China.

Abstract

BACKGROUND:

Academic burnout refers to students who have low interest, lack of motivation, and tiredness in studying. Studies concerning how to prevent academic burnout are rare.

OBJECTIVE:

The present study aimed to investigate the impact of core self-evaluations on the academic burnout of university students, and mainly focused on the confirmation of the mediator role of life satisfaction.

METHODS:

A total of 470 university students accomplished the core self-evaluation scale, Satisfaction with Life, and academic burnout scale.

RESULTS:

Both core self-evaluations and life satisfaction were significantly correlated with academic burnout. Structural equation modeling indicated that life satisfaction partially mediated the relationship between core self-evaluations and academic burnout.

CONCLUSIONS:

Core self-evaluations significantly influence academic burnout and are partially mediated by life satisfaction.

PMID:
24489857
PMCID:
PMC3906107
DOI:
10.1371/journal.pone.0087152
[Indexed for MEDLINE]
Free PMC Article

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