The role of social skills in burnout and engagement among university students

• Heli Kiema-Junes ^[1] ; Mirka Hintsanen ^[1] ; Hannu Soini ^[1] ; Kirsi Pyhältö ^[2]
  1. [1] University of Oulu

     University of Oulu

     Oulu, Finlandia

     
  2. [2] University of Helsinki

     University of Helsinki

     Helsinki, Finlandia

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 18, Nº. 50, 2020, págs. 77-100
• Idioma: inglés
• DOI: 10.25115/ejrep.v18i50.2728
• Enlaces
  • Texto completo
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    Introducción. Las habilidades sociales pueden evitar el agotamiento y mejorar la participación en los estudiantes al aumentar el apoyo social y mejorar las relaciones con sus compañeros y maestros.

    Método. Este estudio explora la interrelación entre las habilidades sociales autoinformadas y el agotamiento experimentado y el compromiso entre 351 estudiantes universitarios (70.5% mujeres, 29.5% hombres) en diferentes campos de estudio. Se utilizaron el Study Burnout Inventory (SBI-9), la Utrecht Work Engagement Scale-Student (UWES-S) y un cuestionario de habilidades sociales. Los datos se analizaron mediante análisis de regresión lineal.

    Resultados Los resultados muestran una asociación entre mayores habilidades sociales y menor agotamiento y mayor compromiso. Un mayor compromiso también se asoció a un menor agotamiento.

    Discusión y conclusión. Los hallazgos implican que enfocarse en las habilidades sociales podría ofrecer una forma de aumentar el compromiso y disminuir el agotamiento entre los estudiantes.

  • English

    Introduction. Social skills may prevent burnout and enhance engagement in students by increasing social support and improving relationships with peers and teachers.

    Method. This study explores the interrelation between self-reported social skills and experienced burnout and engagement among 351 university students (70.5% women, 29.5% men) in different study fields. The Study Burnout Inventory (SBI-9), the Utrecht Work Engagement Scale-Student (UWES-S) and a social skills questionnaire were utilised. The data was analysed using linear regression analysis.

    Results. The results show an association between higher social skills and lower burnout and higher engagement. Higher engagement was also associated to lower burnout.

    Discussion and Conclusion. The findings imply that targeting social skills might offer a way to increase engagement and diminish burnout among students.

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