Resumen
Se analizó el burnout académico y su relación con variables psicológicas y contextuales en estudiantes universitarios. Se trabajó con una muestra de 214 estudiantes. Se utilizaron escalas tipo Likert para medir agotamiento emocional, cinismo y eficacia académicos, así como ansiedad, autoeficacia y variables de apoyo institucional. Los resultados descriptivos evidenciaron niveles moderados de agotamiento y cinismo, junto con una eficacia académica relativamente alta. El análisis correlacional mostró asociaciones significativas entre burnout, ansiedad y autoeficacia. Asimismo, el modelo de regresión múltiple indicó que la ansiedad incrementa el agotamiento, mientras que la autoeficacia y el apoyo institucional actúan como factores protectores. Se concluye que el burnout académico responde a una interacción compleja entre variables emocionales y contextuales, lo que destaca la necesidad de intervenciones preventivas integrales en el ámbito universitario.
Citas
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