Academic Burnout and the Positive/Negative Spillover from Non-Academic to Academic Activities in University Students
Year: 2015
Type: article
Study design: Observational Study
Abstract: This study evaluated the influence of students' multiple roles on academic burnout and clarified how students' time spent in non-academic activities moderated the relationship between perceptions of spillover and academic burnout. We asked students about perceptions of positive and negative spillover from non-academic to academic activities, academic burnout, and time consumption on part-time job(s), club, and other student activities. Data from 2,719 undergraduate students from five universities in Japan were analyzed. We tested a hypothetical model demonstrating the relationship among positive and negative spillover, burnout, and time spent in non-academic activities. The perception of negative spillover from non-academic activities to academic activities reinforced the students' burnout (p < .01), whereas the perception of positive spillover alleviated the burnout (p < .01). Fit of the hypothetical model to the data met the respective criteria. Multi-group analysis indicated that the magnitude of negative spillover was stronger than positive spillover in groups engaged in non-academic activities for more than 12 hours. The influence of multiple roles on students' burnout depends on how they evaluate their non-academic activity. Perception of positive spillover alleviated academic burnout and negative spillover worsened burnout, but the impact of spillover was moderated by amount of time spent in non-academic activities.
Authors: Takashi Tsubakita, Kazuyo Shimazaki
Institution: Nagoya University of Commerce and Business
Language: English
Topic: Stress and Burnout Research
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W360466521