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Academic Burnout Predisposition in Latin American Public

University Students Based on Personality Type

Chapter · February 2023

DOI: 10.1002/9781119867647.ch1

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 1
Academic Burnout Predisposition in Latin
American Public University Students
Based on Personality Type
Edwin Hernan Ramirez-Asis1, Jaheer Mukthar K.P.2*, Rosario Margarita Yslado-Mendez1,
Nelson Francisco Cruz Castillo3, Martha Esther Guerra-Muñoz4
and Guillermo Napoleon Pelaez-Diaz1
1
Universidad Nacional Santiago Antúnez de Mayolo, Huaraz, Perú
2
Kristu Jayanti College Autonomous, Bengaluru, India
3
Universidad Mayor de San Marcos, Lima, Perú
4
Universidad Popular del Cesar, Valledupar, Colombia

Abstract
Academic burnout is described as a negative, chronic emotional response to studies that is charac-
terized by fatigue, a cynical or detached attitude toward the use of studies, and a feeling of academic
incompetence as a student. The objective of this study was to describe the levels of academic burnout
and establish a causal relationship by personality type in students of a Latin American public univer-
sity. Three hundred seventy-eight participants were evaluated using two instruments, the first was
the Big Five Inventory-15p, and the other was the Maslach burnout Inventory - student survey. The
data processing was carried out using the structural equation model using the partial least squares
technique with the help of the Smart PLS 3.0.0 software. The results revealed that the model has a sig-
nificant impact on establishing the predisposition to academic burnout, whose determination coef-
ficient was (r2 = 0.670). It was also determined that the neuroticism and responsibility personality
types present a greater propensity to suffer from academic burnout. The significance of undertaking
research in this area is emphasized in order to raise awareness of the aforementioned phenomena
and to develop appropriate and practical intervention techniques.

Keywords: Academic burnout, affability, extraversion, mental opening, neuroticism, responsibility,

public university

Contribution of This Paper to the Literature

This study contributes to the limited literature on the predisposition of personality type
to generate academic burnout in Latin American university students. The limitations

*Corresponding author: jaheer@kristujayanti.com

Rohit Bansal, Ram Singh, Amandeep Singh, Kuldeep Chaudhary and Tareq Rasul (eds.) Redefining Virtual Teaching
Learning Pedagogy, (1–16) © 2023 Scrivener Publishing LLC

1
2 RedefININg VIRTUAL TeAcHINg LeARNINg PedAgogy

presented in this document provide another research opportunity for academics interested
in this field of study.

1.1 Introduction
Recently, the study of academic burnout (BA) has gained greater importance [29] due to
the personal and educational consequences that it brings. Their study was possible because
Caballero, Hedrich, & Palacios [6] reported that the dimensions of burnout, typically
observed in the workplace, are also present in the university context since students can
develop burnout because of their studies. So, considering the above and that at the univer-
sity the student is exposed to factors similar to those in the workplace (physical space that
he attends daily, demands, jobs, goals to meet, etc.), it is possible to trigger burnout [12]. In
this way, academic burnout (BA) is the product of academic demands, leading to a cynical
attitude and little interest in studies and finally to beliefs of low personal efficacy. This find-
ing has been supported by identifying that personal, social, and organizational obstacles in
the university context are positive predictors of BA, while subjective, social and corporate
facilitators predict BA negatively [15], given that experiences of failure or lack of skill in
some aspects leads to BA, conceived as an efficacy crisis [16].
The current approach of Maslach & Leiter [22], although focused on work environments,
argues that BA is the first dimension of burnout to develop in response to demands and
overload as it is an essential response to stress and that it would later lead to consolidate
focus. Likewise, in the academic field, the BA increases as the academic cycle progress [5],
which presents an implicit association with the difficulty of the subjects and the fact of fac-
ing periodic evaluations [24], therefore, this research considers BA as a one-dimensional
construct that can be studied in the educational context.
In the studies of academic burnout, the investigation of emotional exhaustion has
focused on the identification of variables associated with its development (variables of the
educational context, the social and interpersonal environment) and their consequences,
such as poor academic performance, alterations in the physical and mental health, as well as
excessive alcohol consumption, anxiety, and depression, etc., [29, 30]. Taking into account
the variables that promote the development of academic burnout, some proposals suggest
that the starting point is the lack of balance between the demands of the educational context
and the student’s resources [1]; In addition to being seen as the product of poor coping with
events perceived as adverse in academic life, personal variables would therefore become rel -
evant in the study of emotional exhaustion. From the personal factor, some suitable correla-
tions related to the individual’s emotional sphere have been identified. For example, poor
emotional regulation is associated with more significant symptoms of emotional exhaus-
tion [18]. Likewise, the frequent use of emotional regulation strategies such as self-blame,
rumination, and catastrophizing intensifies emotional exhaustion and promotes academic
burnout. In addition, coping strategies such as emotional avoidance [21], beliefs of aca-
demic ineffectiveness, external locus of control, and low self-esteem are strong predictors
of emotional exhaustion and academic stress. Likewise, it is suggested that the development
of burnout is linked to personality characteristics [3], so it is necessary to study their rela-
tionship in the academic field.
 AcAdeMIc BURNoUT PRedISposITIoN IN LATIN AMeRIcAN 3

The influence of personality types on academic burnout can be explained within the
framework of the cognitive-affective personality system [23], according to which the indi-
vidual’s personality affects the way in which it is evaluated information from the environ-
ment. In this way, people are able to encode their beliefs, reactions, and self-regulation
plans to control their impulsive behaviors, frustrations, and fears. Thus, these encodings are
called cognitive-affective units that serve to explain the relationships between personality
and behavior [8]. Then, applying it to the university context, according to the personal-
ity structure of the student, this would interpret the signals of the academic environment
and react according to said evaluation [19]. For example, a person with a high degree of
neuroticism would interpret a certain number of tasks or exams as something extremely
threatening and become unstable for that reason. In contrast, someone with a lower degree
of neuroticism would be able to establish an action plan to cope with a form that fulfills that
requirement successfully [25].

1.2 Review of Related Literature

1.2.1 Personality Types
In this panorama, the model of the five major factors (5GF) is considered as a frame of
reference that provides descriptive information on various traits (extraversion, agreeable-
ness, responsibility, neuroticism, and openness) and presents sufficient empirical evidence
in various fields of application of psychology, including its association with variables related to
the academic behavior of university students [11]. For example, relationships of these traits
with academic self-efficacy, responsibility, and openness, academic performance,
neuroticism and responsibility, academic procrastination, responsibility and agreeableness,
academic motivation, neuroticism, and responsibility have been documented [10, 26]. In
this sense, some efforts have currently been made to understand the association between
personality and academic burnout [15]. However, from other conceptual frameworks, such
as Cloninger’s biopsychosocial personality model, it is suggested that individuals who
inhibit their behavior from avoiding harm and those who have a low level of autonomy or
self-direction have a higher prediction of burnout [18]; in the same way, having character-
istics of the type D personality increases the risk of suffering from exhaustion. However,
there are no studies in the context of public universities. Specifically, it has been possible
to identify that neuroticism, negative temperament, and anxiety is predictors of BA [1],
although it is likely that responsibility and openness can negatively predict BA due to the
direct relationship of these traits with beliefs about the student’s academic behavior, for
example, academic self-efficacy. On the other hand, it has been found that the resistant
personality has a modulating effect on burnout [7], that is, its presence can facilitate or min-
imize the presence of the latter; However, the characteristics of healthy personalities could
even experience academic burnout when students are exposed to challenging and compet-
itive academic demands for an extended period of time [18], even if the strategies used by
the teacher favor the involvement of the student. Finally, based on previous studies, it can be
affirmed that personality is an essential factor in the development of emotional exhaustion;
However, the analysis of both variables together is often overlooked [29].
4 RedefININg VIRTUAL TeAcHINg LeARNINg PedAgogy

1.2.2 Academic Burnout

In the study of academic burnout, it has been generally assumed that the absence of burn-
out in a student would give rise to a feeling of energy, a desire to make an effort, a high per-
sistence, concentration, a sense of happiness, a longer time spent on tasks more tremendous
enthusiasm, meaning, inspiration, pride and challenge towards studying, and consequently
a more excellent perception of positive mental health [15]. On the contrary, burnout man-
ifests itself in tiredness, cynicism, and inefficiency, that is, emotions of being unable to give
more of oneself physically and psychically, a critical attitude, devaluation, lack of interest in
the study’s relevance, and doubts about one’s own abilities to carry it through [8].
Burnout in education and from the student’s experience has been studied in schools and
universities depending on the cultural context [5, 24]. In these studies, an increase in the
number of studies in relation to burnout in primary or secondary school can be identified,
in areas such as Europe, North America, and Asia, while in the case of Latin America, its
study at the university level is frequent. In the Colombian Caribbean region, the study of
academic burnout has been carried out exclusively in university students, reporting the
prevalence of medium exhaustion, medium cynicism, and low efficacy [26].
In university students, burnout is the product of prolonged exposure to chronic stressors
from the social-family context, the organizational-academic context, and the scarcity of
personal resources. The maintenance of these risk factors over time, in addition to giving
the syndrome a psychosocial character, provides it with a status of a negative and insidious
entity that causes difficulties in mental health [21].
In this way, academic burnout arises from various psychological, social, and organi-
zational factors. In contrast to occupational burnout, not only the contextual character-
istics become a differentiator, nor the particular factors that accelerate its appearance or
its three-dimensional configuration, be it exhaustion, cynicism, and personal inefficiency,
but also the dynamics of its development [31]. Numerous studies have found that as the
semester advances, emotional tiredness and cynicism toward academic labor develop in
university students, displaying an opposite behavior to work burnout on a timeline [1]. This
gradual development of burnout in the university negatively influences mental health and
therefore increases the risk of academic dropout.

1.2.3 Variables Associated with Academic Burnout

The variables associated with the syndrome are very diverse and, in the academic field, the
factors that can restrict or facilitate the student’s academic performance have been studied
[28]. Distinguish between variables classified as “obstacles” (components of the educational
setting that impair student performance) and variables classified as “facilitators” (factors
of the academic context that enable the flawless operation and help mitigate obstacles).
Among the first, issues with the reprography service, performing or abandoning an exces-
sive number of assignments, demanding class schedules, and a large number of credits per
program stand out. They attribute their success to good library services, friendship, social
support from family and friends, and receiving scholarships [29].
From the point of view of this research, it is not necessary to define obstacles and enablers
separately. In general, a barrier is a factor of the institution that expresses, in negative, a
limitation so that the subject can adequately carry out the fulfillment of their academic
 AcAdeMIc BURNoUT PRedISposITIoN IN LATIN AMeRIcAN 5

activities [8]. When turned into a positive, this factor is nothing more than a facilitator. In
this sense, the models propose obstacles and facilitators as extensive variables that, depend-
ing on the meaning of the statement, end up evaluating the same thing. Another aspect to
consider would be that there could not necessarily be a configuration of unique variables
(facilitators and obstacles) but rather complex interactions with each other.
The variables associated with the syndrome have been identified, either from theoretical
approaches or from empirical studies, and could be categorized in terms of their nature in
a) variables of the academic context; b) variables of the environmental and/or social con-
text, and c) intrapersonal variables. The most frequently studied obstacles are:

1.2.4 Variables of the Academic Context

a) Not having adequate feedback, lack of support from tutors; b) distant relationships and
poor communication with teachers; c) Carry out training practices at the same time as
subjects are studied; d) Not having a student association; e) Inadequate distribution of the
workload; f) Difficulties with the Library service; g) Copy centers that do not offer ade-
quate services; h) Administrative staff who do not offer adequate management and atten-
tion; i) Not having educational aid; j) Computer rooms with few equipment; k) Not having
the necessary information to carry out academic activities; l) Classrooms with inadequate
ventilation and lighting; m) Inadequate transportation to get to the university; n) Overload
of materials and high demands; o) Tardiness of the teacher; p) Absenteeism by the teacher;
q) Inadequate furniture; r) Ambiguity of the role; s) Activities that require a lot of concen-
tration; t) Difficult subjects, demanding teachers; and u) Number of vacation (remedial)
courses completed.

1.2.5 Environmental and/or Social Context

a) Not having feedback from colleagues; b) Not participate in cultural or recreational activ-
ities; c) Hard-to-reach recreation areas; d) Competitiveness of the partner; e) Profession or
career, the syndrome occurs more frequently in some careers: students from the faculty of
human and social sciences, psychology, translation, and philosophy, among others, pres-
ent lower levels of burnout. Humanities students perceive themselves to be more effective
academically and show higher academic happiness and satisfaction with studies. While stu-
dents of law, business sciences, and labor relations, among others, present higher levels of
cynicism and lower levels of motivation and satisfaction f) Little social support from family
and friends; g) Lack of financial resources; h) Absence of offers in the labor market.

1.2.6 Intrapersonal Variables

a) Sex: women present the syndrome more frequently; b) Routine, absence of novelty
in daily activities; c) Difficulty in time planning; d) Anxiety about exams; e) Low Self-
efficacy; f) Personality traits (trait anxiety, rigidity); g) Low basic, social and/or cognitive
skills; h) High expectations of success in studies; i) Low motivation towards studies, and
j) Dissatisfaction with studies
According to the research framework, five types of personality have been identi-
fied. Namely, extraversion, affability, responsibility, neuroticism, and mental opening are
6 RedefININg VIRTUAL TeAcHINg LeARNINg PedAgogy

Cordiality

Altruism

Modesty

Cynicism

Anxiety

Depression

Values

Figure 1.1 Research model.

intended to measure the causal relationship with academic burnout. To determine which
personality type is more prone to academic burnout, the following five hypotheses have
been formulated within the framework of the literature review section (Figure 1.1);

H1: There is a significant causal relationship between extroversion personal-

ity and academic burnout.
H2: There is a significant causal relationship between the personality of affa-
bility has a causal relationship with academic burnout.
H3: There is a significant causal relationship between the personality of
responsibility and academic burnout.
H4: There is a significant causal relationship between neuroticism personal-
ity and academic burnout.
H5: There is a significant causal relationship between mental opening per-
sonality and academic burnout.

1.3 Method
The instrument used to determine personality is the Big Five Inventory [10]. This is a brief
measure of the personality types: Extraversion (is very talkative), affability (is generous),
responsibility (perseveres until the job is done), neuroticism (often becomes tense), and
mental opening (values the artistic and the aesthetic) for university students, contains 15
items with five response options (Strongly disagree, Slightly disagree, Neither agree nor
disagree, Slightly agree and Strongly agree), at a rate of three things for each dimension.
 AcAdeMIc BURNoUT PRedISposITIoN IN LATIN AMeRIcAN 7

On the other hand, to measure academic burnout, the Maslach burnout inventory –
student survey scale was used [28]. It is a questionnaire designed to measure what the stu-
dent feels and thinks in relation to the development of their academic activities, in a way
that allows identifying the three dimensions of the burnout syndrome: emotional exhaus-
tion, cynicism, and ineffectiveness. It consists of 15 questions with a Likert-type measure-
ment scale of 1 to 5 points that allows a general classification of burnout as: no burnout,
mild burnout, moderate burnout, high burnout.

1.4 Results
Males made up 61.36% of the sample selected for this study, while females made up 38.64%.
The age distribution of respondents is as follows: 28.89% are under the age of 18, 27.34%
are between the ages of 19 and 21, 21.02% are between the ages of 21 and 23, 16.51% are
between the ages of 21 and 23, and 6.24% are between the ages of 24 and older. Regarding
the academic semesters of the respondents, 41% of respondents are in semesters less than
fifth, and the remaining 59% belong to semesters superior to the fifth.
The data analysis began with identifying burnout levels in Latin American university
students. Table 1.1 shows that 28.47% show high burnout levels and, at the other extreme,
only 6.76% show no signs of burnout.

1.4.1 Model Measurement

The SEM-PLS methodology was used for the evaluation of the study model using the Smart
PLS software, and Figure 1.2 contains the effects of factor loadings based on the suggested
threshold of 0.6 in [17]. In their totality, they were above 0.6, showing convergent validity.

1.4.2 Convergent Validity

The computation of composite reliability and convergent validity is shown in Table 1.2. In
the case of compound reliability, it is used to assess the internal consistency of the measure-
ment model’s parts [20]. Composite reliability must be at least 0.70. Additionally, it relates
to convergent validity in the situation of “the extent to which the elements that measure the
same construct are correlated with each other and that they measure the same thing” [4].
Three conditions must be completed in order to determine the measurement model’s con-
vergent validity. To begin, the composite dependability requirement must be satisfied with

Table 1.1 Burnout levels in Latin American university

students.
Academic burnout levels Media
high burnout 28.47%
moderate burnout 43.64%
mild burnout 21.13%
no burnout 6.76%
8 RedefININg VIRTUAL TeAcHINg LeARNINg PedAgogy

Assertiveness
0.794
Cordiality 0.819
0.802
Positive emotions

Altruism
0.809
Frankness 0.771
0.767
Modesty

Cynicism

0.782
0.788

Anxiety
0.821
Depression 0.768
0.796
Impulsiveness

Actions
0.833
Feelings 0.708
0.802
Values

Figure 1.2 Measuring model.

a value of at least 0.7. Second, the standardized factor loads must be greater than 0.60, and
the Average Variance Extracted (AVE) must be more than 0.50.
According to Table 1.2, the composite reliability of all latent variables has reached the min-
imum threshold of 0.70 [27] since the value ranges between 0.825 and 0.847. Furthermore,
with regard to convergent validity, the Composite reliability has reached its minimum cri-
teria, as already mentioned. Additionally, the standardized factor loadings are above the
minimum criterion of 0.70, and the AVE likewise exceeds the minimum criterion of 0.50,
ranging between 0.610 and 0.648.
In summary, it is considered that convergent validity has been shown for this model and
that hypothesis testing should be conducted on it.

1.4.3 Discriminant Validity

Regarding discriminant validity, it is understood as the “degree to which the items that
measure a construct are different from the items that measure other constructs” [17]. When
all correlations between latent constructs are fewer than the square roots of AVE, discrim-
inant validity is obtained [13]. According to Table 1.2, the composite reliability of all latent
variables has reached the minimum.
As seen in Table 1.3, the correlations between both latent variables are smaller than the
AVE’s square root. The square root of the mean variance is shown in bold on the diagonals,
and it is bigger than the other values in both rows and columns. This discrepancy also sug-
gests that the model contains discriminant validity.
 AcAdeMIc BURNoUT PRedISposITIoN IN LATIN AMeRIcAN 9

Table 1.2 Reliability and convergent validity.

Average
Composite extracted
External Cronbach’s reliability variance
Construct loads alpha (α) (CR) (AVE)
Academic burnout 0.725 0.845 0.645
Cynicism 0.838
Exhaustion 0.782
Professional ineffectiveness 0.788
Affability 0.705 0.826 0.612
Altruism 0.809
Frankness 0.771
Modesty 0.767
Extraversion 0.729 0.847 0.648
Assertiveness 0.794
Cordiality 0.819
Positive emotions 0.802
Mental opening 0.703 0.825 0.610
Actions 0.833
Feelings 0.708
Values 0.802
Neuroticism 0.710 0.838 0.633
Anxiety 0.821
Depression 0.768
Impulsiveness 0.796
Responsibility 0.720 0.843 0.641
Need for success 0.794
Self-discipline 0.809
Sense of duty 0.798
 10 RedefININg VIRTUAL TeAcHINg LeARNINg PedAgogy
Table1.3 Discriminatory validity.
Construct Academic burnout Affability Extraversion Mental opening Neuroticism Responsibility
Academic burnout 0.803
Affability 0.719 0.783
Extraversion 0.710 0.688 0.805
Mental opening 0.697 0.680 0.719 0.783
Neuroticism 0.762 0.866 0.749 0.717 0.796
Responsibility 0.743 0.726 0.739 0.728 0.762 0.801
 AcAdeMIc BURNoUT PRedISposITIoN IN LATIN AMeRIcAN 11

1.4.4 Cross Loads

The discriminant validity of constructs is determined by the cross-factor loads of their indi-
cators [20], measuring the external loads of an indicator in related constructs and increas-
ing its loads in the other constructs [4]. Table 1.4 reveals that the factorial loads in their
constructs receive higher values than those with lower values. Therefore, the discriminant
validity of the unobservable variables is affirmed.

Table 1.4 Cross-factorial load.

Observable Academic Mental
variables burnout Affability Extraversion opening Neuroticism Responsibility
Cynicism 0.838 0.605 0.615 0.588 0.632 0.656

Exhaustion 0.782 0.590 0.570 0.573 0.661 0.603

Professional 0.788 0.530 0.517 0.511 0.531 0.518

ineffectiveness

Altruism 0.592 0.809 0.567 0.555 0.683 0.594

Frankness 0.591 0.771 0.551 0.530 0.768 0.576

Modesty 0.494 0.767 0.489 0.510 0.565 0.531

Assertiveness 0.577 0.563 0.794 0.592 0.621 0.622

Cordiality 0.560 0.554 0.819 0.584 0.589 0.550

Positive emotions 0.577 0.544 0.802 0.560 0.599 0.611

Actions 0.594 0.577 0.636 0.833 0.626 0.673

Feelings 0.469 0.450 0.434 0.708 0.452 0.441

Values 0.564 0.561 0.600 0.802 0.591 0.575

Anxiety 0.628 0.772 0.578 0.567 0.821 0.619

Depression 0.578 0.546 0.566 0.545 0.768 0.552

Impulsiveness 0.610 0.741 0.644 0.599 0.796 0.645

Need for success 0.579 0.602 0.599 0.589 0.620 0.794

Self-discipline 0.616 0.595 0.589 0.603 0.617 0.809

Sense of duty 0.588 0.549 0.588 0.558 0.593 0.798

12 RedefININg VIRTUAL TeAcHINg LeARNINg PedAgogy

1.4.5 Structural Model

Once the measurement model was reached, it was verified by bootstrapping in a subsa-
mple range of 500. Table 1.5 shows the test of the hypotheses; the 5 tests show that: There
is a significant causal relationship between extroversion personality and academic burn-
out, H1: (β = 0.152; t = 3.045; p < 0.01). Similarly, there is a significant causal relationship
between Affability personality and academic burnout, H2: (β = 0.112; t = 2.009, p < 0.05).
Hypothesis H3, there is a significant causal relationship between Responsibility personality
and academic burnout, is supported by (β = 0.244; t = 4.471; p < 0.001). Similarly, there is a
significant causal relationship between Neuroticism personality and H4 academic burnout:
(β = 0.259; t = 4.320; p < 0.001). Finally, hypothesis H5, there is a significant causal rela-
tionship between the Mental opening personality and academic burnout, due to the values
(β = 0.148; t = 2.802, p < 0.01).
According to the results, the validity of the model based on personality types and their
predisposition to academic burnout is demonstrated. In addition, the effect was measured
by R2. The R2 for academic burnout was 0.670, which, according to the proposal, is accept-
able [9]. Finally, 0.079 was achieved for the standardized mean square residual (SRMR).

1.5 Discussion
Academic burnout is a phenomenon that can cause consequences in the educational, social
and personal fields [6], and it has also been reported that there are personality factors such
as neuroticism which predispose to experiencing academic burnout. Therefore, because
very few studies in this line of research have been reported in the Latin American context,
the purpose of this study is to determine which of the five GFs is strongly associated with
academic burnout.

Table 1.5 Contrasting hypotheses.

Path
coefficient Standard
Hypothesis (β) deviation Bootstrapping p-value
H1 Extraversion -> 0.152 0.050 3.045 0.002**
Academic burnout
H2 Affability -> Academic 0.112 0.056 2.009 0.045*
burnout
H3 Responsibility -> 0.244 0.055 4.471 0.000***
Academic burnout
H4 Neuroticism -> 0.259 0.060 4.320 0.000***
Academic burnout
H5 Mental opening -> 0.148 0.053 2.802 0.005**
Academic burnout
Note: Significance level: * p < 0.05;** p < 0.01;*** p < 0.001.
 AcAdeMIc BURNoUT PRedISposITIoN IN LATIN AMeRIcAN 13

The study hypotheses obtained empirical support, and although in a first analysis the sig-
nificant causal relationship between personality types and academic burnout were accept-
able (r2 = 0.670), a more specific study shows that the Responsibility and Neuroticism
personality types are those with the most significant preponderance of academic burnout,
this result is similar to that presented by Dominguez-Lara and Merino-Soto [10] and Prada-
Chapoñan et al. [25] where they conclude that the neuroticism factor it is associated to a
greater degree with burnout syndrome. This can be explained within the framework of the
cognitive-affective system of the personality since high levels of neuroticism are associated
with the tendency to select and experience events that predispose them to experience neg-
ative emotions [19], causing the environment to be evaluated as threatening and that there
are not the resources to face such a situation and that there is an overload [8]. This means
that if you cannot functionally face adversities, be they personal or academic, and if you
have high levels of neuroticism, academic burnout is more likely to increase. Furthermore,
this explains the inherent complexity of the personality construct [14].
On the other hand, the Affability personality type is the one with the least prevalence of
academic burnout because it is relevant for the student to socialize with their classmates
and have a social network that supports extraversion [2], as well as an academic life with
interest in improving their university experiences (Mental opening) to prevent academic
burnout. These results are similar to those presented in the educational field by [18]; and
accompanied by a good organization of tasks and compliance with them within the estab-
lished deadlines, would minimize the possibility of accumulation and, consequently, of aca-
demic burnout [29].
The results have practical relevance when planning the evaluations at the beginning of
the cycle in public universities since by detecting those students who possess personality
traits Neuroticism and Responsibility to a higher degree, as well as low levels of affability,
they could be evaluated more positively and thus prevent the appearance of academic burn-
out and its consequences. From a theoretical point of view, information is provided that
covers an area not widely studied in Latin American educational research, which will make
it possible to expand it using more sophisticated analysis methods, as well as the inclusion
of a more significant number of variables in the framework of explanatory models.
Among the limitations of this study, using a short scale to assess personality could be
highlighted. Although they are acceptable to say of the amplitude of the evaluated con-
struct and the structural equation model was used by this situation. Additionally, given the
importance of the five personality types considered, it could be evaluated with the extensive
version of the instrument in future research. On the other hand, since there is no follow-up
evaluation, it is not possible to conclude on the predictive power of the neuroticism per-
sonality types and responsibility for the genesis and maintenance of BA, so it would be
convenient to implement longitudinal studies, given the stable nature of the measure of
emotional exhaustion used in the present study.

1.6 Conclusion
In conclusion, the personality type neuroticism and responsibility present a greater pre-
disposition to academic burnout in Latin American university students, which provides
14 RedefININg VIRTUAL TeAcHINg LeARNINg PedAgogy

greater insight for an evaluation focused on these traits, considering that poor coping with
stress brings harmful consequences on psychological health.
On the contrary, the Affability personality type presents a lower predisposition to aca-
demic burnout in Latin American university students. This finding will allow universities
to promote characteristics of this personality type.

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