Burnout académico y depresión: Factores asociados al rendimiento académico

Abstract

Human beings present emotional changes which, depending on the symptoms, can positively or negatively affect the reality of individuals. These disorders can be observed in various contexts. Due to their important role in the development of problems in many facets of an individual's life, depressive disorders are very common in young people. Additionally, they increase the risk of developing other medical conditions, such as academic burnout, which can have a long-term negative impact on students' academic performance. (Walburg, 2014) mentions that, in university environments, students are forced to develop mechanisms of coping, as a consequence of stress induced by an academic condition. Higher education students are one of the populations that present the greatest discomfort related to mental health, due to facing new situations of stress, possible economic problems and an inherent transition between the family context and the University environment. However, the greatest weight is given in relation to the academic demands that students face, as well as the transition that occurs between basic education and higher education, which could trigger an emotional imbalance in students. Given the evidence of an increase in cases of depression and academic burnout (Burnout is a negative state that appears as a product of situations where chronic stress occurs according to Aslach and Jackson, 1981; Leiter and Maslach, 2016) in university students and Given the small number of studies carried out to determine if there is a relationship between these variables and academic performance, it is necessary to establish whether or not there is a significant relationship, causing in them a state of alarm, discomfort, tension, pressure, fear, insecurity and negative evaluations of themselves.