Burnout académico, regulación emocional y compromiso académico en estudiantes universitarios de Lima Metropolitana

Abstract

La presente investigación tuvo como objetivo analizar la relación entre burnout académico, regulación emocional y compromiso académico en estudiantes universitarios de Lima Metropolitana. Participaron 115 estudiantes, 64 mujeres (55.7%) y 51 varones (44.3%), de diversas carreras y universidades, con edades entre 18 y 28 años (M = 21.4, DE = 2.5). Se empleó un diseño transversal y correlacional. Se aplicó el Inventario de Burnout para Estudiantes (MBI-SS), el Cuestionario de Regulación Emocional (ERQ) y la Escala de Compromiso Académico (UWES-S-9). Los resultados mostraron que el burnout académico se correlacionó positivamente con la supresión emocional (r = .38, p < .001) y negativamente con la reevaluación cognitiva (r = −.24, p = .008). El compromiso académico se relacionó negativamente con el burnout global (r = −.77, p < .001), en particular con agotamiento (r = −.51, p < .001) y cinismo (r = −.65, p < .001), y positivamente con la autoeficacia académica (r = .61, p < .001). Por dimensiones, la supresión se asoció con agotamiento (r = .40, p < .001) y cinismo (r = .24, p = .009); la reevaluación se relacionó negativamente con cinismo (r = −.29, p = .002) y positivamente con autoeficacia (r = .46, p < .001). No hubo asociación entre reevaluación y agotamiento, ni entre supresión y autoeficacia. Los análisis de regresión múltiple mostraron que el compromiso académico predice significativamente menores niveles de burnout académico, mientras que la supresión emocional predice mayor nivel de burnout.

This study examined the relationships among academic burnout, emotion regulation, and academic engagement in university students from Metropolitan Lima. The sample comprised 115 students, including 64 women (55.7%) and 51 men (44.3%), from diverse universities, aged 18 to 28 years (M = 21.4, SD = 2.5). A cross-sectional, correlational design was used. The Maslach Burnout Inventory–Student Survey (MBI-SS), the Emotion Regulation Questionnaire (ERQ), and the Utrecht Work Engagement Scale–Student Version (UWES-S-9) were administered. Results showed that academic burnout correlated positively with expressive suppression (r = .38, p < .001) and negatively with cognitive reappraisal (r = −.24, p = .008). Academic engagement was negatively related to burnout (r = −.77, p < .001), particularly exhaustion (r = −.51, p < .001) and cynicism (r = −.65, p < .001), and positively related to academic efficacy (r = .61, p < .001). By dimensions, suppression was associated with exhaustion (r = .40, p < .001) and cynicism (r = .24, p = .009), whereas reappraisal was negatively associated with cynicism (r = −.29, p = .002) and positively associated with efficacy (r = .46, p < .001). No associations were found between reappraisal and exhaustion, or between suppression and efficacy. Multiple regression analyses indicated that academic engagement significantly predicted lower overall academic burnout, whereas expressive suppression predicted higher burnout.