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Student Burnout As A Function of Personality Socia
Student Burnout As A Function of Personality Socia
Sheri R. Jacobs is a doctoral student of Psychology at University of South Florida. David K. Dodd is a
senior lecturer of Psychology at Washington University in St. Louis.
(e.g., social support) factors, as well as the relationship between workload and
external factors (e.g., workload). burnout have reported a positive relationship,
Personality characteristics have gen- with greater workload associated with
erally been related to burnout, but research greater burnout. Some studies have found
results depend upon which specific traits are this relationship to be true only for emotional
correlated with which of the dimensions of exhaustion (Male & May, 1997, 1998), but
burnout. Some researchers have found Greenglass, Burke, and Fiksenbaum (2001)
extroversion to be correlated only with found that workload correlated to all three
emotional exhaustion and reduced sense of dimensions of burnout. Inadequate measures
personal accomplishment (Eastburg, Wil- of workload as well as incomplete models
liamson, Gorsuch, & Ridley, 1994; Mills relating workload to burnout may have
& Huebner, 1998), whereas others have hampered the investigation of how these two
reported extroversion to be correlated only variables interrelate (Koeske & Koeske,
with depersonalization and reduced personal 1989). It is reasonable to assume that
accomplishment (Huebner & Mills, 1994; objective workload contributes causally to
Zellars, Perrewe, & Hochwarter, 2000). The burnout, but many workers seem to cope
relation of neuroticism to burnout is also successfully with heavy workloads, whereas
varied, with Mills and Huebner reporting others do not. Perhaps it is the subjective
significant correlations with all three dimen- response to workload, rather than the
sions of burnout, but Zellars et al. (2000) workload itself, that contributes most to
reporting a significant correlation only with burnout. Separate measures of objective
emotional exhaustion. Although this liter- workload and subjective workload need to
ature that relates personality to burnout is be developed and differentially explored as
promising, additional research is necessary predictors of burnout.
to further understand this important The vast majority of research on burnout
connection. has been conducted on occupational popu-
Social support has also been related to lations, including: salespeople (Sand &
burnout (Greenglass, Fiksenbaum, & Burke, Miyazaki, 2000); teachers (Greenglass et al.,
1994; Kahill, 1986; Koniarek & Dudek, 1994; Russell et al., 1987), nurses (Eastburg
1996), with greater support generally related et al., 1994; Koniarek & Dudek, 1996;
to lower levels of burnout. Like the research Zellars et al., 2000), human service workers
on personality, however, this relationship (Wade, Cooley, & Savicki, 1986), counselors
varies considerably, depending upon the type (Ross et al., 1989), psychologists (Kahill,
of social support. Several studies of burnout 1986), and school psychologists (Huebner
in the workplace have shown that social & Mills, 1994; Mills & Huebner, 1998;
support from supervisors is related to lower Sandoval, 1993). Research on burnout
levels of burnout, whereas other sources of among college students has been restricted
social support (e.g., from family, friends, and primarily to those who are in supervisory and
coworkers) are less strongly related to advisory roles, namely RAs (Benedict &
increased burnout (Huebner, 1994; Ross, Mondloch, 1989; Fuehrer & McGonagle,
Altmaier, & Russell, 1989; Russell, Altmaier, 1988; Hardy & Dodd, 1998; Hetherington,
& Van Velzen, 1987). Oliver, & Phelps, 1989). The researchers in
Most researchers who have examined these studies have focused almost exclu-
sively on individual (e.g., gender and we explored the relations of personality and
experience level) and situational (e.g., floor social support to the three components of
assignment) factors, and little is known about burnout. Second, we examined the role of
how intrapersonal (e.g., personality) and workload, as measured both objectively and
interpersonal (e.g., social support) factors are subjectively.
related to burnout among students. It is also
risky to generalize findings from RAs to the METHOD
general college population, because students
who become RAs may be a very select Participants
group. For example, Hetherington et al. Participants were 149 undergraduate stu-
(1989) reported lower scores on sense of dents (103 women and 46 men) enrolled in
personal accomplishment (i.e., greater a mid-sized, private university in the
burnout) among general students than among Midwest. Consistent with the enrollment of
RAs. the university, the ethnicity of the sample
On the other hand, there has been a was approximately 62% Caucasian, 20%
substantial amount of research on stress Asian American, 6% African American, and
among general college students. Stress has 12% “other.” The university, located in an
been shown to be correlated with college urban setting, has highly selective admis-
students’ health behaviors (Weidner, Kohl- sions criteria, and its students are generally
mann, Dotzauer, & Burns, 1996), anxiety considered to be very motivated academ-
concerning exams (Abouserie, 1994; Ever- ically. Participants were recruited through
son, Tobias, Hartman, & Gourgey, 1993; the psychology department’s research
Sloboda, 1990), self-esteem (Abouserie; participant pool.
Newby-Fraser & Schlebusch, 1997), and The participant pool consists of all
coping strategies that students use (Dwyer students enrolled in any of approximately
& Cummings, 2001). To the extent that stress eight psychology courses, including intro-
is an important component of burnout ductory psychology, introductory statistics,
(Maslach & Jackson, 1981), this research is developmental psychology, and abnormal
relevant to the development of a model of psychology, all courses which count toward
burnout among college students. Between the general education requirements at the
classes, exams, employment, and extra- university. Students who participate in
curricular activities, students are likely to research or alternative options receive extra
experience high levels of stress, but do they credit in their enrolled courses. It is estimated
experience burnout? Much research is that 90% or more of all students in the
needed to determine the prevalence of university take at least one of these psycho-
burnout, to identify important intrapersonal logy courses, and about 90% of those choose
and interpersonal factors that influence to participate in research. By extrapolation,
burnout, and to develop effective inter- it is estimated that at least 80% of all
ventions to prevent and reduce burnout in university students participate in this
college students. research pool, suggesting that research
For the current research, we had two samples drawn from the pool are likely to
important goals related to the replication and be highly representative of the undergraduate
extension of prior research on burnout: First, student population at large. Informal studies
of the participation pool reveal that it closely some friends as if they were impersonal
resembles in demographics the university’s objects”), and PA is measured by eight items
undergraduate student body, with one (e.g., “I feel I’m positively influencing other
notable exception. Women are more highly people’s lives through my work”). Each item
represented in the participant pool (about is rated on a 7-point Likert-type scale
70%) than in the student body (50%), ranging from 0 (never) to 6 (every day).
reflecting the fact that women enroll in Possible score ranges are 0 to 54 for EE, 0
psychology courses at a higher rate than to 30 for DP, and 0 to 48 for PA. High
men. The proportion of women in the current burnout is reflected in high scores on EE and
sample (69%) closely reflects the proportion DP and in low scores on PA. The MBI
in the participation pool. appears to be sufficiently reliable, with
Because the focus of the study was to reported alpha coefficients of .87 for EE, .77
examine burnout in college students who had for DP, and .75 for PA (Maslach & Jackson).
fully adapted to the university setting, only To make the survey more appropriate for
students in their junior (n = 83) or senior college students, item wording was modified
year (n = 66) were included in the study slightly (e.g., from “job” to “school” and
(M = 20.8 yrs., SD = 1.4). Approximately “coworkers” to “friends”).
half (54%) of the sample was employed, with The General Temperament Survey (GTS)
weekly hours of work ranging from 2 to 27 (Clark & Watson, 1990), a component of the
(M = 10.4 hrs., SD = 5.8). None of the more comprehensive personality inventory,
participants worked full-time. Data were Schedule for Nonadaptive and Adaptive
collected during the last 4 weeks (n = 106) Personality (SNAP) (Clark, 1993), was
of Fall semester and the first 4 weeks of the chosen for use in the current study because
subsequent Spring semester (n = 43). it is relatively brief and has well-established
reliability and validity (Clark). The GTS is
Procedure and Measures a 90-item, true-false questionnaire that yields
The research instrument, which required measures of Negative Temperament (NT),
about 30 minutes to complete, was admini- Positive Temperament (PT), and Disin-
stered in small groups of 4 to12 participants. hibition (DIS), dimensions that correspond
Privacy and anonymity of participants were closely to neuroticism, extroversion, and
carefully protected. In addition to basic lack of conscientiousness, respectively
biographical items, the questionnaire in- (Watson, Clark, & Harkness, 1994). More
cluded the following measures. specifically, NT (28 items; e.g., “I often feel
The Maslach Burnout Inventory (MBI) nervous and stressed”) measures negative
(Maslach & Jackson, 1981) was admin- mood and self-concept; PT (27 items; e.g.,
istered to measure subjects’ level of burnout. “People would describe me as a pretty
The MBI consists of 22 questions that are enthusiastic person”) measures positive
divided into three subscales: Emotional emotionality; and DIS (35 items; e.g., “I’ll
Exhaustion (EE), Depersonalization (DP), take almost any excuse to goof off instead
and Personal Accomplishment (PA). EE is of work”) measures lack of behavioral
measured by nine items (e.g., “I feel emo- control. Scoring is based on the number of
tionally drained from my work”), DP is responses in the scored direction, with
measured by five items (e.g., “I feel I treat possible score ranges of 0 to 28 for NT, 0 to
27 for PT, and 0 to 35 for DIS. The GTS is appropriate reverse scoring, the items were
considered to be highly reliable, with summed, resulting in a possible score of 4
reported alpha coefficients of .91 for NT, .88 to 28, with higher scores reflective of greater
for PT, and .82 for DIS for college samples workload.
(Clark). Objective Workload was measured by
The Multidimensional Scale of Per- three items: number of credit hours enrolled,
ceived Social Support (MSPSS) (Zimet, number of hours spent participating in
Dahlem, Zimet, & Farley, 1988) was used extracurricular activities each week, and
to assess self-reported amounts of social number of hours per week spent in paid
support. The MSPSS is a 12-item question- employment (with unemployed participants
naire containing three subscales measuring coded as 0).
perceived social support from Friends (e.g.,
“My friends really try to help me”), Family RESULTS
(e.g., “I can talk about my problems with my
family”), and a Significant Other (e.g., Missing data were rare, occurring for less
“There is a special person in my life who than 0.1% of the data set, and they were
cares about my feelings”). Items are scored replaced by the group mean for each item.
on a 7-point Likert-type scale, ranging from Cronbach’s coefficient alpha was used to
1 (very strongly disagree) to 7 (very strongly estimate the reliability of each composite
agree) for each item. Each subscale consists variable (see Table 1). Reliability coefficient
of four items and has a possible score range alphas were all above .70, except for the
of 4 to 28. High scores reflect high levels of Subjective Workload (.56). Although burn-
perceived social support. The MSPSS out is a global term, the three subscales of
appears to have very good reliability: In a the MBI tap separate components of burnout,
study of college students, Dahlem, Zimet, and accordingly, the intercorrelations be-
and Walker (1991) reported alpha co- tween these subscales were only moderate:
efficients of .90, .94, and .95, respectively, for EE and DP, r = .49; for EE and PA,
for the subscales of Friends, Family, and r = –.36; and for DP and EE, r = –.29.
Significant Other. Therefore, separate multiple regression
Subjective Workload was measured with procedures were used to predict each burnout
four items: “I think I could have handled 2 subscale. Specifically, forward stepwise-
to 3 more units this semester,” “I wish that I regression was used, with alpha levels set
had enrolled in 2 to 3 fewer units this at .05 for inclusion and .10 for exclusion.
semester,” “I think I could have handled 1
to 2 more extracurricular activities,” and “I Level of Burnout
wish that I were involved in 1 to 2 fewer Descriptive data for the current sample
extracurricular activities”. To maintain appear in Table 1. Relative to overall norms
consistency with the Likert-scales used in for the MBI (Maslach & Jackson, 1981), the
scoring the MBI and MSPSS, a 7-point current sample reported moderate-to-high
Likert-type scale was also used to measure levels of burnout on the dimensions of EE
level of agreement from 1 (very strongly and PA but low-to-moderate scores on DP.
disagree) to 7 (very strongly agree) to the Compared to descriptive data reported for
items measuring Subject Workload. After RAs by others (Hardy & Dodd, 1998;
TABLE 1.
Descriptive Data and Coefficient Alphas for Dependent Variables and Predictors
Number Possible
of items score range M SD α
Dependent Variables
Emotion Exhaustion 9 0-54 22.6 8.9 .86
Depersonalization 5 0-30 7.5 4.9 .71
Personal Accomplishment 8 0-48 33.4 6.8 .77
Predictors
Social Support-Friends 4 4-28 23.2 4.0 .93
Social Support-Family 4 4-28 21.9 4.7 .87
Social Support-Significant Other 4 4-28 23.7 4.8 .96
Subjective Workload 4 4-28 15.0 4.1 .56
Positive Temperament 27 0-27 18.0 5.8 .88
Negative Temperament 28 0-28 13.9 6.9 .90
Disinhibition 35 0-35 12.1 6.3 .85
Hetherington et al., 1989), the current sample scores) was associated with lower levels of
had slightly but nonsignificantly lower levels social support from friends, lower levels of
of burnout on all three subscales. positive temperament, higher levels of
negative temperament, and fewer hours spent
Prediction of Burnout in extracurricular activities.
Detailed results of the regression analyses
appear in Table 2. For the analysis using EE Secondary Analyses
as the dependent variable, total R 2 was .41, The multiple regression procedures used in
F(3, 146) = 33.44, p < .001. Higher scores the primary analyses capitalize on the best
on EE were associated with higher levels of predictors, at the expense of weaker pre-
negative temperament, higher subjective dictors. To investigate the strength of these
workload, and a greater number of work weaker predictors, outside of the realm of
hours. the regression analyses, we inspected the
For DP, total R 2 was .26, F(3, 146) individual Pearson rs (criterion of p = .05,
= 16.57, p < .001. Higher scores on DP were two-tailed) for all predictors that did not
associated with lower levels of social support enter the regression analyses. For example,
from friends, higher levels of negative all three measures of social support were
temperament, and higher subjective work- negatively correlated with all three measures
load. of burnout at statistically significant levels,
For PA, total R 2 was .53, F(4, 146) with correlations ranging from .18 to .54,
= 40.72, p < .001. Greater burnout (lower PA despite the fact that only support from
friends entered into the multiple regression ANOVA, because the very small group sizes
equations at statistically significant levels. for African Americans (n = 9) and Others
In each case, greater social support was (n = 13) did not allow for including race in
associated with lower burnout scores. (For the factorial analyses reported above. No
conciseness, negative signs have been statistically significant differences were
dropped from the rs in this paragraph, and found for EE and DP. For PA, however,
the direction of the relation is indicated in the racial groups differed significantly,
text.) Similarly, subjective workload was
negatively correlated with all three measures
(rs from .24 to .43). Extracurricular activity TABLE 2.
was negatively correlated with EE (.17) and Stepwise Regression Analysis (Beta
positively correlated with PA (.35). Further Values) of Burnout Subscales
exploration showed that the correlation
between extracurricular activity and PA was Burnout Subscalesa
especially strong among men (r = .51) and
only moderate among women (r = .27). On EE DP RPA
the other hand, academic hours enrolled,
Personality: GTS
whether a participant worked, or number of
work hours all failed to correlate signi- Positive Temperament –.34
ficantly with any of the burnout measures Negative Temperament .47 .25 .20
or with any of the measures of support. Disinhibition
In addition, we explored the possible
Social Support: MSPSS
effects of sex of participants, year in school
(junior vs. senior), and time of semester Friends –.32 –.36
(beginning vs. end) on burnout, using three- Family
way ANOVAs. For EE and DP, we found no Significant Other
significant main effects or interactions. For
Subjective Workload .33 .15
PA, those participating late in the Fall
Objective Workload
semester had lower PA scores (M = 32.7,
SD = 7.0), and thus greater burnout, than Academic hours enrolled
those participating at the beginning of the Work hours per week .13
Spring semester (M = 35.2, SD = 6.1), Extracurricular hours –.19
F(1, 141) = 5.40, p = .02, eta = .19). None
of the remaining main effects or interactions
was significant. Follow-up analyses revealed Total R 2 = .41* .26* .53*
that those who participated at the end of Fall
Note. Values in table are standardized beta coefficients.
semester were less conscientious (i.e., scored Variables with no beta values did not meet
higher on DIS) than were those participating criterion for inclusion (p < .05) or exclusion
(p < .10). GTS = General Temperament Scale.
at the beginning of Spring semester, r = .20, MSPSS = Multidimensional Scale of Perceived
p = .02, but they did not differ on positive Social Support.
or negative temperament. a
EE = Emotional Exhaustion; DP = Depersonali-
Racial differences in burnout scores zation; RPA = Reduced Personal Accomplishment.
were also explored. We used one-way * p < .001.
F(3, 139) = 6.02, p = .001, eta = .34. Post predictor of burnout. Negative temperament
hoc analyses (HSD, p = .05) revealed that PA (roughly, neuroticism) especially was related
scores for African Americans (M = 38.1, to all three aspects of burnout. According to
SD = 8.2) were higher (thus lower burnout) Clark (1993), negative temperament reflects
than for all other groups, whereas scores for feelings of chronic stress and nervousness,
Asian Americans (M = 29.5, SD = 7.2) were the experience of strong negative emotions,
lower than for all other groups. Scores for and worrying, all characteristics that can
Caucasians (M = 34.3, SD = 5.6) and Others impair concentration and disrupt sleep.
(M = 34.8, SD = 9.0) were intermediate. Obviously, such a temperament might
Finally, the relations of cumulative GPA, contribute directly to emotional exhaustion
a widely used global measure of academic and, to a lesser degree, to depersonaliza-
achievement, to burnout scores and the major tion and a reduced sense of personal
predictors were explored. GPA was signi- accomplishment.
ficantly correlated with EE (r = –.25, Positive temperament was positively
p = .002) but not with DP (–.13) or PA (.10). correlated with personal accomplishment,
GPA was also not correlated with academic replicating previous findings (Mills &
extracurricular activity, whether participants Huebner, 1998; Zellars et al., 2000). Positive
worked, hours of work, subjective workload, traits such as optimism and energy may act
or social support (all rs < .10). as a buffer to the stressors and frustration
that can lead to dissatisfaction with one’s
DISCUSSION personal accomplishments. This inter-
pretation is supported by the simple Pearson
This study was designed to evaluate the correlations that revealed PT to be negatively
relative influences of intrapersonal factors, related to EE and DP.
interpersonal factors, and workload on On the other hand, it is interesting that
psychological burnout. Results suggest that disinhibition (impulsivity, lack of conscien-
personality, especially negative tempera- tiousness, Clark, 1993) failed to predict any
ment, may predispose college students to aspect of burnout. This finding appears to
burnout, whereas social support, especially contradict those of Huebner and Mills
from friends, may provide an important (1994), who found a positive relationship
buffer against burnout. Extracurricular between conscientiousness and personal
activities also appear to be important to a accomplishment, and of Mills and Huebner
student’s sense of accomplishment, thus (1998), who found a negative relationship
additionally counteracting burnout. Although between conscientiousness and emotional
the subjective feeling of being overworked exhaustion. It is important to note that the
predicted emotional exhaustion and de- studies of Huebner and Mills measured
personalization, objective measures of conscientiousness with the NEO-Five Fac-
workload, including academic load, whether tory Inventory (NEO-FFI) (Costa & McRae,
a student was employed, and number of 1985). Although Clark (1993) reported a
hours worked, were not consistently related correlation of -.51 between the GTS DIS
to burnout. scale and the NEO-FFI Conscientiousness
Personality, as measured by the GTS scale, the use of these different measures
(Clark & Watson, 1990), was the strongest may have caused the contradiction in
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