Acceso usuarios
Cristian Ramos-Vera, Joel Montero López, Patricia Soria Morales, Miguel Angel Basauri Delgado, Antonio Serpa Barrientos
El burnout académico es una problemática que afecta a gran parte de la población universitaria peruana al experimentar un desequilibrio entre las demandas académicas y los recursos individuales. Por tal motivo, el objetivo del estudio fue adaptar el Maslach Burnout Inventory – Student Survey (MBI-SS) en su versión colombiana al contexto peruano.
Participaron 950 universitarios de entre 17 y 37 años (M = 23.2, DE = 2.21) de dos universidades privadas de Lima Metropolitana (Universidad Privada del Norte (UPN) y Universidad Tecnológica del Perú (UTP), las cuales solo brindaron su autorización para la recolección de los datos. El muestreo fue no probabilístico e intencionado, ya que se respetaron criterios de inclusión y exclusión. Se adaptó el instrumento de forma cultural y lingüística y, asimismo se reportó la validez basada en el contenido por medio del criterio de jueces expertos a través de la V de Aiken. Con el análisis factorial confirmatorio se identificó un ajuste parsimonioso en el modelo trifactorial (S-B χ²/gl = 3.58, CFI = .96, TLI = .95, RMSEA = .052, SRMR = .056). También se determinó la equivalencia de medida según el género, con invarianza dentro de todos los niveles de restricción (configural, métrica, escalar y estricta). Se obtuvo evidencia de confiabilidad para la escala total (ω = .792) y sus dimensiones (.72 a .81).
La validez convergente se obtuvo por medio del análisis de redes de correlaciones parciales que confirmó la asociación entre las dimensiones del burnout académico, del estrés, del género y de la edad. Se concluye que la adaptación lingüística y cultural del MBI-SS tiene adecuadas propiedades psicométricas en estudiantes universitarios peruanos, así como invariabilidad para la evaluación en hombres y mujeres.
Academic burnout is a problem that affects a large part of the Peruvian university population who experiences an imbalance between academic demands and resources. In the first one, we can recognize the overload of tasks, schedule changes, pre-professional practices, among others. While for the lack of resources, a low level of coping, autonomy, teacher support, etc. is evident. Both aspects are essential to understand the manifestation of academic burnout, although the evidence focuses on determining stress as the main trigger. More specifically, students in health sciences careers are exposed to greater situations of tension and stress as the cycles pass, given that they start with the execution of their unpaid and supervised pre-professional internships, as well as the perception of injustice between the effort given and the scarce achievements obtained. Therefore, the aim of the study was to adapt the Maslach Burnout Inventory - Student Survey (MBI-SS) Colombian version to the Peruvian context and to determine the psychometric properties of validity, reliability and invariance. The study included 950 students between 17 and 37 years of age (M = 23.2, SD = 2.21) belonging to two private universities in Metropolitan Lima. The sampling was non-probabilistic and intentional, since the inclusion criteria were: being students of health sciences; being 18 years of age or older; ability to understand the questions in the questionnaires; and completing written informed consent. Exclusion criteria were: signs of alcohol or drug use, poorly completed surveys, or refusal to respond to the informed consent form. The Maslach Burnout Inventory (MBI-SS) and the Perceived Stress Scale (PSS) were applied. As results, it was found that the linguistic and cultural adaptation of the instrument allowed modification of almost all the items, except item 12, which remained as in the original scale. The content validity was demonstrated through the criterion of the expert judges, which yielded acceptable values of the Aiken V. Regarding the descriptive analysis of the items, the existence of univariate normality was recognized with values of skewness and kurtosis within the parameters +/-1.5, in addition, the multivariate normality value was higher than 70. On the other hand, to identify evidence of validity based on internal structure, a confirmatory factor analysis was performed, where a parsimonious fit was found in the three-factor model: emotional exhaustion (five items), cynicism (four items) and academic efficacy (five items), which had adequate goodness-of-fit and comparability indices:
(S-B χ²/gl = 3.58, CFI = .96, TLI = .95, RMSEA = .052, SRMR = .056). Measurement equivalence according to gender was also determined, where the instrument was recognized to be invariant with respect to all levels of restriction (configural, metric, scalar, and strict) given that the ΔCFI and ΔRMSEA values were below .01. Internal consistency reliability was demonstrated by Cronbach's alpha and McDonald's Omega coefficient, with acceptable values for test-retest reliability with respect to the total scale (ω = .792), as well as for its dimensions (.72 to .81). Convergent validity confirmed the relationship between the dimensions of academic burnout, stress, gender, and age by means of partial correlation network analysis. Similarly, in the network analysis it was recognized that emotional exhaustion presented a measure of higher expected influence in the network (EI = 1.79), which refers to the higher average sum and number of relationships with the other variables. The EI for cynicism was 1.15 and for stress .95, while the other variables in the network presented minimum centrality values lower than 0.05. It is concluded that the linguistic and cultural adaptation of the MBI-SS has adequate psychometric properties of validity and reliability in a sample of Peruvian university students, as well as invariance for assessment in men and women.
