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Students’ Burnout at University: The Role of Gender and Worker Status

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  • Caterina Fiorilli

    (Department of Human Sciences, University of Rome, LUMSA, 00193 Rome, Italy)

  • Daniela Barni

    (Department of Human and Social Sciences, University of Bergamo, 24129 Bergamo, Italy)

  • Claudia Russo

    (Department of Human Sciences, University of Rome, LUMSA, 00193 Rome, Italy)

  • Vanessa Marchetti

    (Department of Human Sciences, University of Rome, LUMSA, 00193 Rome, Italy)

  • Giacomo Angelini

    (Department of Human Sciences, University of Rome, LUMSA, 00193 Rome, Italy)

  • Luciano Romano

    (Department of Human Sciences, European University of Rome, 00163 Rome, Italy)

Abstract

Students’ burnout has been widely investigated in recent decades, mainly showing a higher risk for female students across academic levels. To our knowledge, few studies have investigated whether employed students experience higher academic burnout risks. In this regard, previous findings have shown mixed results. The current study investigated the differences in burnout experience based on students’ gender and worker status. We expected to find differences among study groups in their burnout levels. The participants were 494 Italian university students (49.6% female students; 49.4% working students) who completed the short version of the Burnout Assessment Tool Core dimensions (BAT-C). Firstly, we investigated the BAT-C measurement invariance across gender and worker status subgroups. Secondly, a multivariate analysis of variance (MANOVA) showed significant gender differences in burnout levels. Specifically, female students showed higher levels of exhaustion, cognitive impairment, and emotional impairment than male students. Nevertheless, no interactive effects between gender and worker status were observed in the current sample. To sum up, gender is a key factor for understanding several BAT symptoms, and it should be considered by academic staff interested in preventing burnout at university and its dropout consequences.

Suggested Citation

  • Caterina Fiorilli & Daniela Barni & Claudia Russo & Vanessa Marchetti & Giacomo Angelini & Luciano Romano, 2022. "Students’ Burnout at University: The Role of Gender and Worker Status," IJERPH, MDPI, vol. 19(18), pages 1-15, September.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:18:p:11341-:d:910712
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    References listed on IDEAS

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    1. Giacomo Angelini & Ilaria Buonomo & Paula Benevene & Piermarco Consiglio & Luciano Romano & Caterina Fiorilli, 2021. "The Burnout Assessment Tool (BAT): A Contribution to Italian Validation with Teachers’," Sustainability, MDPI, vol. 13(16), pages 1-18, August.
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    4. Ilaria Buonomo & Caterina Fiorilli & Luciano Romano & Paula Benevene, 2020. "The Roles of Work-Life Conflict and Gender in the Relationship between Workplace Bullying and Personal Burnout. A Study on Italian School Principals," IJERPH, MDPI, vol. 17(23), pages 1-17, November.
    5. Luciano Romano & Xin Tang & Lauri Hietajärvi & Katariina Salmela-Aro & Caterina Fiorilli, 2020. "Students’ Trait Emotional Intelligence and Perceived Teacher Emotional Support in Preventing Burnout: The Moderating Role of Academic Anxiety," IJERPH, MDPI, vol. 17(13), pages 1-15, July.
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    2. Wenlong Song & Zihan Wang & Ruiqing Zhang, 2022. "Classroom Digital Teaching and College Students’ Academic Burnout in the Post COVID-19 Era: A Cross-Sectional Study," IJERPH, MDPI, vol. 19(20), pages 1-22, October.
    3. Krisztina Szegedi & Zsuzsanna Győri & Tímea Juhász, 2024. "Factors affecting quality of life and learning-life balance of university students in business higher education," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.

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