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Organisational Justice, Burnout, and Engagement in University Students: A Comparison between Stressful Aspects of Labour and University Organisation

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  • Yolanda Navarro-Abal

    (Department of Social, Evolutionary and Educational Psychology, University of Huelva, 21071 Huelva, Spain)

  • Juan Gómez-Salgado

    (Department of Nursing, University of Huelva, 21071 Huelva, Spain
    Espíritu Santo University, Guayaquil 092301, Ecuador)

  • María José López-López

    (Department of Clinical and Experimental Psychology, University of Huelva, 21071 Huelva, Spain)

  • José Antonio Climent-Rodríguez

    (Department of Social, Evolutionary and Educational Psychology, University of Huelva, 21071 Huelva, Spain)

Abstract

Burnout, engagement, and organisational justice concepts are usually studied in the context of labour organisations, but not in universities. For this, the objective of this research is to identify the students’ empirically evidenced relationships in the employment context, such as levels of organisational justice, stress indicators, burnout and work commitment. On the other hand, engagement is analysed as a mediating variable that explains the relationship between organisational justice and burnout. A sample of 543 students from three Spanish universities, selected by purposive sampling, is used ensuring voluntary and anonymous participation. The instruments used to measure the four variables to analyse are a protocol for data collection, MBI-SS instrument for Academic Burnout, Utrecht Work Engagement Student Scale (UWES) for Engagement and the Scale of Organisational Justice for Organisational Justice. As a result, college students show behaviours that promote academic achievement, and they feel more engaged when they are treated fairly. As for the burnout syndrome dimensions, average levels of emotional exhaustion and academic efficacy, and high levels of cynicism are revealed. In addition, the proposed structural equation model supports the main hypothesis; engagement is a mediating variable in the organisational justice and burnout relationship. To conclude, academic stress and its explanatory framework cannot be conceived only from an organisational perspective, where the context of each student must be considered. The adoption of organisational preventive measures can be relevant in ensuring a healthy and conducive academic performance in our students.

Suggested Citation

  • Yolanda Navarro-Abal & Juan Gómez-Salgado & María José López-López & José Antonio Climent-Rodríguez, 2018. "Organisational Justice, Burnout, and Engagement in University Students: A Comparison between Stressful Aspects of Labour and University Organisation," IJERPH, MDPI, vol. 15(10), pages 1-12, September.
    • Handle: RePEc:gam:jijerp:v:15:y:2018:i:10:p:2116-:d:172102
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    References listed on IDEAS

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    1. DeConinck, James B., 2010. "The effect of organizational justice, perceived organizational support, and perceived supervisor support on marketing employees' level of trust," Journal of Business Research, Elsevier, vol. 63(12), pages 1349-1355, December.
    2. Michael S. Cole & Jeremy B. Bernerth & Frank Walter & Daniel T. Holt, 2010. "Organizational Justice and Individuals' Withdrawal: Unlocking the Influence of Emotional Exhaustion," Journal of Management Studies, Wiley Blackwell, vol. 47(3), pages 367-390, May.
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    Cited by:

    1. Carsten Müller & Kareem El-Ansari & Walid El Ansari, 2022. "Cross-Sectional Analysis of Mental Health among University Students: Do Sex and Academic Level Matter?," IJERPH, MDPI, vol. 19(19), pages 1-14, October.
    2. Kwang O. Park, 2019. "The Relationship between Power Type, Work Engagement, and Organizational Citizenship Behaviors," IJERPH, MDPI, vol. 16(6), pages 1-13, March.
    3. David Martínez-Rubio & Juan P. Sanabria-Mazo & Albert Feliu-Soler & Ariadna Colomer-Carbonell & Cristina Martínez-Brotóns & Silvia Solé & Cristina Escamilla & Elisa Giménez-Fita & Yolanda Moreno & Adr, 2020. "Testing the Intermediary Role of Perceived Stress in the Relationship between Mindfulness and Burnout Subtypes in a Large Sample of Spanish University Students," IJERPH, MDPI, vol. 17(19), pages 1-16, September.
    4. Raimundo Aguayo & Gustavo R. Cañadas & Latifa Assbaa-Kaddouri & Guillermo A. Cañadas-De la Fuente & Lucía Ramírez-Baena & Elena Ortega-Campos, 2019. "A Risk Profile of Sociodemographic Factors in the Onset of Academic Burnout Syndrome in a Sample of University Students," IJERPH, MDPI, vol. 16(5), pages 1-10, February.
    5. Raphael M. Herr & Veronika M. Deyerl & Jennifer Hilger-Kolb & Katharina Diehl, 2022. "University Fairness Questionnaire (UFair): Development and Validation of a German Questionnaire to Assess University Justice—A Study Protocol of a Mixed Methods Study," IJERPH, MDPI, vol. 19(23), pages 1-11, December.
    6. Pablo Usán Supervía & Carlos Salavera Bordás, 2020. "Burnout, Goal Orientation and Academic Performance in Adolescent Students," IJERPH, MDPI, vol. 17(18), pages 1-11, September.
    7. Jaume-Miquel March-Amengual & Irene Cambra Badii & Joan-Carles Casas-Baroy & Cristina Altarriba & Anna Comella Company & Ramon Pujol-Farriols & Josep-Eladi Baños & Paola Galbany-Estragués & Agustí Com, 2022. "Psychological Distress, Burnout, and Academic Performance in First Year College Students," IJERPH, MDPI, vol. 19(6), pages 1-13, March.

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