#Maslach burnout inventory professional#

have defined student burnout as, “a three-dimensional syndrome that is characterised by feelings of exhaustion due to the demands of studying, a cynical attitude of withdrawal and detachment, and reduced professional efficacy regarding academic requirements”. In accordance with the original definition of burnout, Schaufeli et al. Hence, from a psychological perspective, their coercive core activities can be considered as ‘work’. Though students are not employed in a work setting, the core structured and obligatory activities they are involved in, such as attending classes and finishing assignments, are targeted at the ultimate objective of passing examinations. The concept of student burnout has been in the limelight with the introduction of the Maslach Burnout Inventory-Student Survey (MBI-SS) by Schaufeli et al. The introduction of the Maslach Burnout Inventory-General Survey (MBI-GS) has paved the way to expand the horizons of burnout research outside the human services, as its dimensions are defined more generally and do not refer to working with recipients. The virtual use of the Maslach Burnout Inventory (MBI) at the budding stages of burnout research has led to the artefactual notion that burnout was exclusively found among the human services professionals. Yet, the most widely used definition is the three-dimensional concept of burnout that was described by Maslach, Jackson, and Leiter. However, defining burnout as a clinical entity has been a controversial issue throughout its course. In the context of ever increasing educational expectations and demands having negative repercussions on mental wellbeing of student populations, exploration of the problem of burnout has become a timely need across the globe. The Sinhala version of the 15-item MBI SS, due to its brevity, ease of administration, and sound psychometric properties, could be used as an effective screening tool to assess student burnout at the school level. The Sinhala version of the 15-item MBI-SS is a valid and a reliable instrument to assess the burnout status among collegiate cycle students in Sri Lanka. All three subscales show high internal consistency with Cronbach’s α coefficient values of 0.837, 0.869, and 0.881 and test-retest reliability was high ( p < 0.001). A modified version of the MBI-SS, with item 13 deleted, emerged as an acceptable fitting model with a combination of absolute, relative and parsimony fit indices reaching desired threshold values. Only one item (item 13) was identified as having poor psychometric properties. ResultsĬFA revealed that the three-factor model of the MBI-SS fitted the data better than the one-factor and the two-factor model. The construct validity of the MBI-SS was assessed using multi-trait scaling analysis and confirmatory factor analysis (CFA), while reliability was assessed using internal consistency and test-retest reliability, which was assessed after an interval of two weeks. The pre-tested Sinhala version of the MBI-SS was administered to a sample of 194 grade thirteen students in the Kurunegala district, Sri Lanka. Hence, this study was aimed at assessing the factorial structure, validity, and reliability of the MBI-SS among collegiate cycle students in Sri Lanka.

Even though the validity of the Maslach Burnout Inventory-Student Survey (MBI-SS) is widely assessed across the globe, there is a paucity of related literature in the South Asian settings. With ever increasing educational expectations and demands, burnout has emerged as a major problem negatively affecting the wellbeing of different student populations.

Maslach burnout inventory