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Psychological Distress, Burnout, and Academic Performance in First Year College Students

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  • Jaume-Miquel March-Amengual

    (Chair in Medical Education, Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain
    Group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain)

  • Irene Cambra Badii

    (Chair in Medical Education, Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain
    Group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain
    Chair in Bioethics, Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain)

  • Joan-Carles Casas-Baroy

    (Chair in Medical Education, Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain)

  • Cristina Altarriba

    (Chair in Medical Education, Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain)

  • Anna Comella Company

    (Chair in Medical Education, Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain)

  • Ramon Pujol-Farriols

    (Chair in Medical Education, Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain)

  • Josep-Eladi Baños

    (School of Medicine, Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain)

  • Paola Galbany-Estragués

    (Group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain)

  • Agustí Comella Cayuela

    (Chair in Medical Education, Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain
    Group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Universitat de Vic–Universitat Central de Catalunya, 08500 Vic, Spain)

Abstract

Background: The first years of university can be very challenging for students. Previous research has focused on the study of the prevalence of burnout and of psychological distress in medical students. The aim of this study was to investigate the prevalence of psychological symptoms and burnout reported by first-year students, the relationship between these variables and their academic performance, and the differences between health and non-health sciences students. Methods: An observational study with a cross-sectional design was performed. Students of health sciences (medicine, nursing, physiotherapy, psychology), and non-health sciences (biology, social sciences, business management, and engineering) undergraduate programs completed the Brief Symptom Inventory (BSI-18) and the Maslach Burnout Inventory-Student Survey (MBI-SS). Students’ grades for the first semester were collected. Results: A sample of 506 students participated. Prevalence of psychological distress was 27.1% and burnout was 7.3%. Academic performance was unaffected in relation to either psychological distress or burnout. Non-health sciences students showed a greater risk of depression. Conclusions: This study provides evidence of the high prevalence of psychological distress in the first year of college. Even when burnout prevalence was low, the results suggest the need to introduce prevention programs to improve the psychological wellbeing of these students.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:6:p:3356-:d:769853
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    References listed on IDEAS

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    1. 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.
    2. Jesús de la Fuente & Francisca Lahortiga-Ramos & Carmen Laspra-Solís & Cristina Maestro-Martín & Irene Alustiza & Enrique Aubá & Raquel Martín-Lanas, 2020. "A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism," IJERPH, MDPI, vol. 17(6), pages 1-24, 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. Rubén Trigueros & Ana Padilla & José M. Aguilar-Parra & Isabel Mercader & Remedios López-Liria & Patricia Rocamora, 2020. "The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance," IJERPH, MDPI, vol. 17(20), pages 1-12, October.
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