Academic burnout as an educational complication and promotion barrier among undergraduate students: A cross‑sectional study

Academic burnout is a worldwide problem that troubles students at all academic levels. Despite the significant effects of this problem on students’ mental health and academic achievements, yet, it has not been adequately studied in Iranian system of academic education. Therefore, we aimed to explore the incidence of academic burnout status and its associated factors among the students at Guilan University of Medical Sciences. SUBJECTS AND

This cross‑sectional study was conducted over a number of 303 students at Guilan University of Medical Sciences during 2016. Study samples were selected through the stratified random sampling method, and a set of data including sociodemographic information, educational status, study habits, and burnout inventory status was collected for each sample. Items of burnout inventory status were based on the Maslach Burnout Inventory. Data were analyzed using descriptive and inferential statistics including t‑test and linear regression.

The students in our study reported a mean of 2.53 ± 0.7 for academic burnout score. Along with related factors of academic burnout, marital status (P = 0.029), grade point average (P = 0.002), being interested in field of study (P = 0.000), and study time (P = 0.000) were significantly associated with academic burnout of students. Furthermore, the incidence of academic burnout did not differ between male and female students.

Regarding the considerable prevalence of academic burnout among students of medical sciences, it is needed that policymakers implement more effective educational programs considering the associated factors of academic burnout.