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It is usually expressed in relation to the main student activities (such as studying), and has damaging effects on student health. It is defined as a feeling of exhaustion because of the demands of studying, accompanied by limited commitment to the academic work, as well as beliefs of having little ability for academic success.<a class="elsevierStyleCrossRef" href="#bib0030"><span class="elsevierStyleSup">1</span></a></p><p id="par0010" class="elsevierStylePara elsevierViewall">Studies carried out with Nursing students reveal that a significant percentage of them experience a high level of emotional exhaustion and low levels of academic efficacy, associated with excessive academic and work demands.<a class="elsevierStyleCrossRef" href="#bib0035"><span class="elsevierStyleSup">2</span></a> In these students, AB can impact learning, psychological well-being and the abilities and intention of working in the profession. The factors of personality<a class="elsevierStyleCrossRef" href="#bib0040"><span class="elsevierStyleSup">3</span></a> and self-efficacy are predictors of burnout in this population.</p><p id="par0015" class="elsevierStylePara elsevierViewall">Although there are instruments that evaluate AB in a conceptually wide fashion, a proposal has recently been put forward for assessing it using a single item measure derived from a burnout study (single item burnout, SIB) in the work environment<a class="elsevierStyleCrossRef" href="#bib0045"><span class="elsevierStyleSup">4</span></a>: the single item academic burnout (SIAB) measure. When responding to the item, the individual has to indicate the level of AB experienced from among 5 options of AB intensity: <span class="elsevierStyleItalic">I enjoy my studies; I don’t have any symptoms of burnout</span><a class="elsevierStyleCrossRef" href="#bib0030"><span class="elsevierStyleSup">1</span></a>; <span class="elsevierStyleItalic">I sometimes feel stressed, and I don’t always have a lot of energy as before, but I don’t feel burnout</span><a class="elsevierStyleCrossRef" href="#bib0035"><span class="elsevierStyleSup">2</span></a>; <span class="elsevierStyleItalic">I definitely feel burnout, and I have one or more of its symptoms, such as emotional or physical exhaustion</span><a class="elsevierStyleCrossRef" href="#bib0040"><span class="elsevierStyleSup">3</span></a>; <span class="elsevierStyleItalic">the symptoms of burnout that I am experiencing aren’t going away; I believe that I feel a great deal of frustration in my work</span><a class="elsevierStyleCrossRef" href="#bib0045"><span class="elsevierStyleSup">4</span></a>; and <span class="elsevierStyleItalic">I feel completely burnt-out, and I often ask myself if I can recover; I’m at a point where I need to make changes or seek some kind of help</span>. The development of the SIAB and its content validity have previously been corroborated, establishing that its answer options are monotonic and its phrasing is clear. However, despite the practicality and evidence in favour of single item measures, the SIAB should be studied to verify its use as a screening tool.</p><p id="par0020" class="elsevierStylePara elsevierViewall">The objective of this letter is to share the first evidence of the discriminant validity of the SIAB. To obtain such evidence, 362 university students (78% females) from the health sciences area (Psychology) were asked to participate. Their age ranged from 17 to 47 years (<span class="elsevierStyleItalic">M</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>20.62; SD<span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>3428). In addition to the SIAB, the Specific Perceived Self-Efficacy Scale for Academic Situations (<span class="elsevierStyleItalic">Escala de Autoeficacia Específica para Situaciones Académicas</span>, EAPESA, in Spanish)<a class="elsevierStyleCrossRef" href="#bib0050"><span class="elsevierStyleSup">5</span></a> was used, so as to obtain evidence of discriminant validity. This measure is important because the construct assessed (academic self-efficacy) forms part of a wider burnout model, and has a version validated in a population similar to that participating in this study.<a class="elsevierStyleCrossRef" href="#bib0050"><span class="elsevierStyleSup">5</span></a> Each reply option of intensity of the SIAB (5) served as a fixed factor, so 5 groups of students differentiated in AB intensity were obtained. The hypothesis was that each one would differ in an inversely proportional ratio with respect to the magnitude of academic self-efficacy identified: the groups that indicated lesser AB would have a higher average on the EAPESA. The hypothesis was tested using a 1-way ANOVA with <span class="elsevierStyleItalic">a priori</span> lineal contrast. The results of the general ANOVA indicated a moderate (<span class="elsevierStyleItalic">η</span><span class="elsevierStyleSup">2</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>0.077; <span class="elsevierStyleItalic">r</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>0.278), statistically significant (<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">(4, 354)</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>7.389; <span class="elsevierStyleItalic">P</span><span class="elsevierStyleHsp" style=""></span><<span class="elsevierStyleHsp" style=""></span>.001) effect; a decrease in the means of the groups was also observed (<a class="elsevierStyleCrossRef" href="#fig0005">Fig. 1</a>). However, the ANOVA with lineal contrast showed a greater effect: <span class="elsevierStyleItalic">η</span><span class="elsevierStyleSup">2</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>0.126; <span class="elsevierStyleItalic">r</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>0.354; <span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">(1, 354)</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>50.865 (<span class="elsevierStyleItalic">P</span><span class="elsevierStyleHsp" style=""></span><<span class="elsevierStyleHsp" style=""></span>.001). This indicates that the greater variability among the groups is explained by the previously-performed ordering.</p><elsevierMultimedia ident="fig0005"></elsevierMultimedia><p id="par0025" class="elsevierStylePara elsevierViewall">These findings support the fact that the SIAB is adequate for differentiating students with several levels of academic self-efficacy, which is theoretically coherent due to the negative relationship between both of them. This differentiation has a lineal pattern that makes it possible to pose a work hypothesis in a more complete study on the validity of this instrument with Nursing students, with the objective of AB detection and possible intervention, given that there is evidence that an important predictor of AB among health science students (for example, in Psychology and Nursing) is academic self-efficacy.</p><p id="par0030" class="elsevierStylePara elsevierViewall">The results of the study demonstrate the possibility of making a clinical diagnosis of burnout in health science students with the help of a clinical interview, as well as of carrying out individual or group early prevention and intervention work with the support of the teaching staff at the educational institution, remembering the effect of academic self-efficacy as a protective factor.</p><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0005">Funding</span><p id="par0035" class="elsevierStylePara elsevierViewall">The authors declare that they have not received any funding for this research.</p></span></span>" "textoCompletoSecciones" => array:1 [ "secciones" => array:2 [ 0 => array:2 [ "identificador" => "sec0005" "titulo" => "Funding" ] 1 => array:1 [ "titulo" => "References" ] ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "NotaPie" => array:1 [ 0 => array:2 [ "etiqueta" => "☆" "nota" => "<p class="elsevierStyleNotepara" id="npar0005">Please cite this article as: Fernández-Arata M, Dominguez-Lara SA, Merino-Soto C. Ítem único de burnout académico y su relación con autoeficacia académica en estudiantes universitarios. Enferm Clin. 2017;27:60–61.</p>" ] ] "multimedia" => array:1 [ 0 => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 1301 "Ancho" => 1650 "Tamanyo" => 73004 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Academic self-efficacy according to academic burnout score.</p>" ] ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0005" "bibliografiaReferencia" => array:5 [ 0 => array:3 [ "identificador" => "bib0030" "etiqueta" => "1" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Burnout and engagement in university students. A cross-national study" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:5 [ 0 => "W.B. Schaufeli" 1 => "I.M. Martínez" 2 => "A. Marques" 3 => "M. Salanova" 4 => "A.B. Bakker" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "Revista" => array:5 [ "tituloSerie" => "J Cross Cult Psychol" "fecha" => "2002" "volumen" => "33" "paginaInicial" => "464" "paginaFinal" => "481" ] ] ] ] ] ] 1 => array:3 [ "identificador" => "bib0035" "etiqueta" => "2" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Resiliencia y síndrome de Burnout en estudiantes de enfermería y su relación con variables sociodemográficas y de relación interpersonal" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:3 [ 0 => "M.I. Ríos" 1 => "C. Carrillo" 2 => "E.A. 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Letter to the Editor
Single-item academic burnout and its relationship with academic self-efficacy in college students
Ítem único de burnout académico y su relación con autoeficacia académica en estudiantes universitarios
Manuel Fernández-Arata
, Sergio Alexis Dominguez-Lara, César Merino-Soto
Corresponding author
Instituto de Investigación de Psicología, Universidad de San Martín de Porres, Lima, Peru