Évaluation des fonctions exécutives chez les étudiants universitaires atteints du syndrome de burn-out
Mots-clés:
Épuisement, Fonctions exécutives, Santé mentale au collège
Résumé
Les exigences d'obtention du diplôme peuvent avoir un impact sur la santé mentale et conduire à l'épuisement professionnel, compromettant la cognition et les performances sociales et académiques. Cette étude a examiné la relation entre l'épuisement professionnel, les fonctions exécutives et les symptômes psychologiques (anxiété, dépression et stress) chez 156 étudiants d'universités privées de Rio de Janeiro. Le questionnaire sociodémographique, l'échelle de dysfonctionnement exécutif de Barkley (BDEFS), le Maslach Burnout Inventory – Student Survey (MBI-SS) et l'échelle de dépression, d'anxiété et de stress (DASS-21) ont été utilisés. L'analyse, réalisée à l'aide du Progiciel Statistique pour les Sciences Sociales (SPSS), a révélé que les étudiants souffrant de Burnout présentaient davantage de symptômes dysexécutifs. Il y avait une corrélation modérée entre les scores MBI-SS et BDEFS, indiquant des troubles de la régulation émotionnelle, de la gestion du temps, de l'organisation, de la résolution de problèmes et de la motivation. L'étude élargit la compréhension de l'épuisement scolaire et renforce la nécessité de stratégies de soutien préventif.
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Références
Alves, S. A., Sinval, J., Neto, L., Marôco, J., Ferreira, A. G., & Oliveira, P. (2022). Burnout and dropout intention in medical students: the protective role of academic engagement. BMC Medical Education, 22(83). doi:10.1186/s12909-021-03094-9
Andrés, M. L., Stelzer, F., Juric, L. C., Introzzi, I., Rodríguez-Carvajal, R., & Navarro, J. I. (2017). Emotion regulation and academic performance: A systematic review of empirical relationships. Psicologia em Estudo, 22(3), 299–311. doi: https://doi.org/10.4025/psicolestud.v22i3.34360
Barkley, R. A. (2011). Barkley functional impairment scale (BFIS). The Guilford Press.
Barkley, R. A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology Review, 11(1), 1–29. doi: https://doi.org/10.1023/A:1009085417776
Beck, J., Gerber, M., Brand, S., Pühse, U., & Holsboer-Trachsler, E. (2013). Executive function performance is reduced during occupational burnout but can recover to the level of healthy controls. Journal of psychiatric research, 47(11), 1824-1830. doi: 10.1016/j.jpsychires.2013.08.009.
Carlotto, M. S., & Câmara, S. G. (2006). [ARTIGO RETRATADO] Características psicométricas do Maslach Burnout Inventory-Student Survey (MBI-SS) em estudantes universitários Brasileiros. Psico-USF, 11, 167-173. doi: https://doi.org/10.1590/1413-82712017220315
Carlotto, M. S., & Câmara, S. G. (2022). Intention to drop out of university course: a study of prediction and mediation. Revista Educação em Questão, 60(65). doi: https://doi.org/10.21680/1981-1802.2022v60n65id29277
Dyrbye, L. N., Satele, D., & Shanafelt, T. D. (2017). Healthy exercise habits are associated with lower risk of burnout and higher quality of life among US medical students. Academic Medicine, 92(7), 1006-1011. doi: 10.1097/ACM.0000000000001540.
Fogaça, M. D. C., Hamasaki, E. I. D. M., Barbieri, C. A. P., Borsetti, J., Martins, R. Z., Silva, I. G., & Ribeiro, L. P. (2012). Burnout in psychology students: differences between beginners and graduating. Aletheia, (38-39), 124-131. doi: 10.14235/bas.galenos.2019.2877
Galdino, M. J., Almeida, L. P., Ferreira, L., Cremer, E., Rolim, A., Trevisan, J., ... Carmo, M. (2020). Burnout among nursing students: a mixed method study. Investigación y Educación en Enfermería, 38(1). doi: https://doi.org/10.17533/udea.iee.v38n1e07
Godoy, V. P; Malloy-Diniz, L. F., Mattos, P. BDEFS Escala de avaliação de disfunções executivas de Barkley. 1º ed. São Paulo: Hogrefe, 2018.
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in cognitive sciences, 16(3), 174-180.
Igue, E. A., Bariani, I. C. D., & Milanesi, P. V. B. (2008). Vivência acadêmica e expectativa de universitários ingressantes e concluintes. Psico-USF, 13(2), 155-164. doi: https://doi.org/10.1590/S1413-82712008000200003
Kordzanganeh, Z., Bakhtiarpour, S., Hafezi, F., & Dashtbozorgi, Z. (2021). The relationship between time management and academic burnout with the mediating role of test anxiety and self-efficacy beliefs among university students. Journal of Medical Education, 20(1). doi: https://doi.org/10.5812/jme.112142
Koutsimani, P., Montgomery, A., Masoura, E., & Panagopoulou, E. (2021). Burnout and cognitive performance. International Journal of Environmental Research and Public Health, 18(4), 2145-2163. doi: https://doi.org/10.3390/ijerph18042145
Lima, G. A., Meurer, A. M., Lopes, I. F., & Antonelli, R. A. (2021). Síndrome de Burnout, ansiedade, desempenho acadêmico e características autodeclaradas de estudantes da área de negócios. RACE-Revista de Administração, Contabilidade e Economia, 20(3), 351-380.
Lima, K. M. R., & de Moraes, E. A. (2023). A Relação Entre o Burnout e Engajamento Com a Autoeficácia e Autoregulação dos Estudantes Universitários. Administração: Ensino e Pesquisa, 24(1). doi: https://doi.org/10.13058/raep.2023.v24n1.2356
Lopes, F. L., & Guimarães, G. S. (2016). Estudo da Síndrome de Burnout em Estudantes de Psicologia. Psicologia Ensino & Formação, 7(1), 40-58. doi: https://dx.doi.org/10.21826/2179-58002016714058
Maslach, C. (2001). What have we learned about burnout and health?. Psychology & health, 16(5), 607-611. doi: https://doi.org/10.1080/08870440108405530
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual review of psychology, 52(1), 397-422. doi: https://doi.org/10.1146/annurev.psych.52.1.397
Morgan, B. M. (2017). Stress management for college students: An experiential multi-modal approach. Journal of Creativity in Mental Health, 12(3), 276-288. https://doi.org/10.1080/15401383.2016.1245642
Morgan, C. A., Russell, B., McNeil, J., Maxwell, J., Snyder, P. J., Southwick, S. M., & Pietrzak, R. H. (2011). Baseline burnout symptoms predict visuospatial executive function during survival school training in special operations military personnel. Journal of the International Neuropsychological Society, 17(3), 494-501. doi: https://doi.org/10.1017/S1355617711000221
Moura, R. S., Cruz L. T. S., Rodrigues I. M., Silva C. M. A., Ferreira V. L., Siqueira B. da R., Moura G. S., Silva C. E. M. da, Rezende G. C., & Mendonça M. A. (2021). Síndrome de Burnout em acadêmicos de medicina: uma revisão de literatura. Revista Eletrônica Acervo Saúde, 13(11), e9205. doi: https://doi.org/10.25248/reas.e9205.2021
Nangle, M. R., Henry, J. D., von Hippel, C., & Kjelsaas, K. (2019). An empirical study of how emotion dysregulation and social cognition relate to occupational Burnout in dentistry. British Dental Journal, 227(4), 285-290. https://doi.org/10.1038/s41415-019-0620-0
Niegocki, K. L., & Aegisdottir, S. (2019). College students’ coping and psychological help-seeking attitudes and intentions. Journal of Mental Health Counseling, 41(2), 144-157. doi: https://doi.org/10.17744/mehc.41.2.04
Aktas, D., Kulcu, D. P., & Oz, F. B. (2019). The relationship between risky health behaviors and satisfaction with life in university students. Instanbul, 7(4), 286-293. doi: 10.14235/bas.galenos.2019.2877
Oliveira, C. T., Carlotto, R. C., Teixeira, M. A. P., & Dias, G. (2016). Oficinas de Gestão do Tempo com Estudantes Universitários. Psicologia: Ciência e Profissão, 36(1), 224–233. doi: https://doi.org/10.1590/1982-3703001482014
Peer, J. W., Hillman, S. B., & Van Hoet, E. (2015). The effects of stress on the lives of emerging adult college students: An exploratory analysis. American Counseling Association, 14(2), 90-99. doi: https://doi.org/10.1002/adsp.12007
Peron, V. D., Bezerra, R. C., & Pereira, E. N. (2019). Causas e monitoramento da evasão universitária no contexto brasileiro: uma revisão sistemática. Educitec-Revista de Estudos e Pesquisas sobre Ensino Tecnológico, 5(11). doi: https://doi.org/10.31417/educitec.v5i11.756
Pieniawska, K., Śmiech, K., Bar, K., & Pawlas, K. (2017). Can burnout manifest itself in college? A study of Polish medical students' population. doi: https://doi.org/10.19243/2017203
Pihlaja, M., Tuominen, P. P. A., Peräkylä, J., & Hartikainen, K. M. (2022). Occupational Burnout Is Linked with Inefficient Executive Functioning, Elevated Average Heart Rate, and Decreased Physical Activity in Daily Life - Initial Evidence from Teaching Professionals. Brain sciences, 12(12), 1723. doi: https://doi.org/10.3390/brainsci12121723
Rabin, L. A., Fogel, J., & Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of clinical and experimental neuropsychology, 33(3), 344-357. https://doi.org/10.1080/13803395.2010.518597
Seibert, G. S., May, R. W., Fitzgerald, M. C., & Fincham, F. D. (2016). Understanding school burnout: Does self-control matter?. Learning and Individual Differences, 49, 120-127. doi: https://doi.org/10.1016/j.lindif.2016.05.024
Schaufeli WB, Martinez IM, Pinto AM, Salanova M, Bakker AB. (2002) Burnout and engagement in university students: a cross-national study. Journal Cross Cult Psychology, 33(5), 464-81. doi:10.1177/0022022102033005003
Souza, M., Caldas, T., & De Antoni, C. (2017). Fatores de adoecimento dos estudantes da área da saúde: uma revisão sistemática. Psicologia e Saúde em debate, 3(1), 99-126. doi: https://doi.org/10.22289/2446-922X.V3N1A8
Siegel, M., Adlmann, E. M., Gittler, G., & Pietschnig, J. (2020). Bite the stress away? Nail biting and smoking predict maladaptive stress coping strategies. Journal of Individual Differences, 41(1), 53-60. doi: https://doi.org/10.1027/1614-0001/a000303
Wolf, M. R., & Rosenstock, J. B. (2017). Inadequate sleep and exercise associated with burnout and depression among medical students. Academic psychiatry, 41(2), 174-179. doi: 10.1007/s40596-016-0526-y
Wypych, M., & Potenza, M. N. (2021). Impaired learning from errors and punishments and maladaptive avoidance—General mechanisms underlying self-regulation disorders? Frontiers in Psychiatry, 11, 609874. doi: https://doi.org/10.3389/fpsyt.2020.609874
Yang, H. J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International journal of educational development, 24(3), 283-301. doi: https://doi.org/10.1016/j.ijedudev.2003.12.001
Yu, M., Wang, H., & Xia, G. (2022). The review on the role of ambiguity of tolerance and resilience on students’ engagement. Frontiers in Psychology, 12, 828894. doi: https://doi.org/10.3389/fpsyg.2021.828894
Andrés, M. L., Stelzer, F., Juric, L. C., Introzzi, I., Rodríguez-Carvajal, R., & Navarro, J. I. (2017). Emotion regulation and academic performance: A systematic review of empirical relationships. Psicologia em Estudo, 22(3), 299–311. doi: https://doi.org/10.4025/psicolestud.v22i3.34360
Barkley, R. A. (2011). Barkley functional impairment scale (BFIS). The Guilford Press.
Barkley, R. A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology Review, 11(1), 1–29. doi: https://doi.org/10.1023/A:1009085417776
Beck, J., Gerber, M., Brand, S., Pühse, U., & Holsboer-Trachsler, E. (2013). Executive function performance is reduced during occupational burnout but can recover to the level of healthy controls. Journal of psychiatric research, 47(11), 1824-1830. doi: 10.1016/j.jpsychires.2013.08.009.
Carlotto, M. S., & Câmara, S. G. (2006). [ARTIGO RETRATADO] Características psicométricas do Maslach Burnout Inventory-Student Survey (MBI-SS) em estudantes universitários Brasileiros. Psico-USF, 11, 167-173. doi: https://doi.org/10.1590/1413-82712017220315
Carlotto, M. S., & Câmara, S. G. (2022). Intention to drop out of university course: a study of prediction and mediation. Revista Educação em Questão, 60(65). doi: https://doi.org/10.21680/1981-1802.2022v60n65id29277
Dyrbye, L. N., Satele, D., & Shanafelt, T. D. (2017). Healthy exercise habits are associated with lower risk of burnout and higher quality of life among US medical students. Academic Medicine, 92(7), 1006-1011. doi: 10.1097/ACM.0000000000001540.
Fogaça, M. D. C., Hamasaki, E. I. D. M., Barbieri, C. A. P., Borsetti, J., Martins, R. Z., Silva, I. G., & Ribeiro, L. P. (2012). Burnout in psychology students: differences between beginners and graduating. Aletheia, (38-39), 124-131. doi: 10.14235/bas.galenos.2019.2877
Galdino, M. J., Almeida, L. P., Ferreira, L., Cremer, E., Rolim, A., Trevisan, J., ... Carmo, M. (2020). Burnout among nursing students: a mixed method study. Investigación y Educación en Enfermería, 38(1). doi: https://doi.org/10.17533/udea.iee.v38n1e07
Godoy, V. P; Malloy-Diniz, L. F., Mattos, P. BDEFS Escala de avaliação de disfunções executivas de Barkley. 1º ed. São Paulo: Hogrefe, 2018.
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in cognitive sciences, 16(3), 174-180.
Igue, E. A., Bariani, I. C. D., & Milanesi, P. V. B. (2008). Vivência acadêmica e expectativa de universitários ingressantes e concluintes. Psico-USF, 13(2), 155-164. doi: https://doi.org/10.1590/S1413-82712008000200003
Kordzanganeh, Z., Bakhtiarpour, S., Hafezi, F., & Dashtbozorgi, Z. (2021). The relationship between time management and academic burnout with the mediating role of test anxiety and self-efficacy beliefs among university students. Journal of Medical Education, 20(1). doi: https://doi.org/10.5812/jme.112142
Koutsimani, P., Montgomery, A., Masoura, E., & Panagopoulou, E. (2021). Burnout and cognitive performance. International Journal of Environmental Research and Public Health, 18(4), 2145-2163. doi: https://doi.org/10.3390/ijerph18042145
Lima, G. A., Meurer, A. M., Lopes, I. F., & Antonelli, R. A. (2021). Síndrome de Burnout, ansiedade, desempenho acadêmico e características autodeclaradas de estudantes da área de negócios. RACE-Revista de Administração, Contabilidade e Economia, 20(3), 351-380.
Lima, K. M. R., & de Moraes, E. A. (2023). A Relação Entre o Burnout e Engajamento Com a Autoeficácia e Autoregulação dos Estudantes Universitários. Administração: Ensino e Pesquisa, 24(1). doi: https://doi.org/10.13058/raep.2023.v24n1.2356
Lopes, F. L., & Guimarães, G. S. (2016). Estudo da Síndrome de Burnout em Estudantes de Psicologia. Psicologia Ensino & Formação, 7(1), 40-58. doi: https://dx.doi.org/10.21826/2179-58002016714058
Maslach, C. (2001). What have we learned about burnout and health?. Psychology & health, 16(5), 607-611. doi: https://doi.org/10.1080/08870440108405530
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual review of psychology, 52(1), 397-422. doi: https://doi.org/10.1146/annurev.psych.52.1.397
Morgan, B. M. (2017). Stress management for college students: An experiential multi-modal approach. Journal of Creativity in Mental Health, 12(3), 276-288. https://doi.org/10.1080/15401383.2016.1245642
Morgan, C. A., Russell, B., McNeil, J., Maxwell, J., Snyder, P. J., Southwick, S. M., & Pietrzak, R. H. (2011). Baseline burnout symptoms predict visuospatial executive function during survival school training in special operations military personnel. Journal of the International Neuropsychological Society, 17(3), 494-501. doi: https://doi.org/10.1017/S1355617711000221
Moura, R. S., Cruz L. T. S., Rodrigues I. M., Silva C. M. A., Ferreira V. L., Siqueira B. da R., Moura G. S., Silva C. E. M. da, Rezende G. C., & Mendonça M. A. (2021). Síndrome de Burnout em acadêmicos de medicina: uma revisão de literatura. Revista Eletrônica Acervo Saúde, 13(11), e9205. doi: https://doi.org/10.25248/reas.e9205.2021
Nangle, M. R., Henry, J. D., von Hippel, C., & Kjelsaas, K. (2019). An empirical study of how emotion dysregulation and social cognition relate to occupational Burnout in dentistry. British Dental Journal, 227(4), 285-290. https://doi.org/10.1038/s41415-019-0620-0
Niegocki, K. L., & Aegisdottir, S. (2019). College students’ coping and psychological help-seeking attitudes and intentions. Journal of Mental Health Counseling, 41(2), 144-157. doi: https://doi.org/10.17744/mehc.41.2.04
Aktas, D., Kulcu, D. P., & Oz, F. B. (2019). The relationship between risky health behaviors and satisfaction with life in university students. Instanbul, 7(4), 286-293. doi: 10.14235/bas.galenos.2019.2877
Oliveira, C. T., Carlotto, R. C., Teixeira, M. A. P., & Dias, G. (2016). Oficinas de Gestão do Tempo com Estudantes Universitários. Psicologia: Ciência e Profissão, 36(1), 224–233. doi: https://doi.org/10.1590/1982-3703001482014
Peer, J. W., Hillman, S. B., & Van Hoet, E. (2015). The effects of stress on the lives of emerging adult college students: An exploratory analysis. American Counseling Association, 14(2), 90-99. doi: https://doi.org/10.1002/adsp.12007
Peron, V. D., Bezerra, R. C., & Pereira, E. N. (2019). Causas e monitoramento da evasão universitária no contexto brasileiro: uma revisão sistemática. Educitec-Revista de Estudos e Pesquisas sobre Ensino Tecnológico, 5(11). doi: https://doi.org/10.31417/educitec.v5i11.756
Pieniawska, K., Śmiech, K., Bar, K., & Pawlas, K. (2017). Can burnout manifest itself in college? A study of Polish medical students' population. doi: https://doi.org/10.19243/2017203
Pihlaja, M., Tuominen, P. P. A., Peräkylä, J., & Hartikainen, K. M. (2022). Occupational Burnout Is Linked with Inefficient Executive Functioning, Elevated Average Heart Rate, and Decreased Physical Activity in Daily Life - Initial Evidence from Teaching Professionals. Brain sciences, 12(12), 1723. doi: https://doi.org/10.3390/brainsci12121723
Rabin, L. A., Fogel, J., & Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of clinical and experimental neuropsychology, 33(3), 344-357. https://doi.org/10.1080/13803395.2010.518597
Seibert, G. S., May, R. W., Fitzgerald, M. C., & Fincham, F. D. (2016). Understanding school burnout: Does self-control matter?. Learning and Individual Differences, 49, 120-127. doi: https://doi.org/10.1016/j.lindif.2016.05.024
Schaufeli WB, Martinez IM, Pinto AM, Salanova M, Bakker AB. (2002) Burnout and engagement in university students: a cross-national study. Journal Cross Cult Psychology, 33(5), 464-81. doi:10.1177/0022022102033005003
Souza, M., Caldas, T., & De Antoni, C. (2017). Fatores de adoecimento dos estudantes da área da saúde: uma revisão sistemática. Psicologia e Saúde em debate, 3(1), 99-126. doi: https://doi.org/10.22289/2446-922X.V3N1A8
Siegel, M., Adlmann, E. M., Gittler, G., & Pietschnig, J. (2020). Bite the stress away? Nail biting and smoking predict maladaptive stress coping strategies. Journal of Individual Differences, 41(1), 53-60. doi: https://doi.org/10.1027/1614-0001/a000303
Wolf, M. R., & Rosenstock, J. B. (2017). Inadequate sleep and exercise associated with burnout and depression among medical students. Academic psychiatry, 41(2), 174-179. doi: 10.1007/s40596-016-0526-y
Wypych, M., & Potenza, M. N. (2021). Impaired learning from errors and punishments and maladaptive avoidance—General mechanisms underlying self-regulation disorders? Frontiers in Psychiatry, 11, 609874. doi: https://doi.org/10.3389/fpsyt.2020.609874
Yang, H. J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International journal of educational development, 24(3), 283-301. doi: https://doi.org/10.1016/j.ijedudev.2003.12.001
Yu, M., Wang, H., & Xia, G. (2022). The review on the role of ambiguity of tolerance and resilience on students’ engagement. Frontiers in Psychology, 12, 828894. doi: https://doi.org/10.3389/fpsyg.2021.828894
Publiée
2025-05-06
Comment citer
Pinheiro de Castro, L., & Uehara Pires, E. (2025). Évaluation des fonctions exécutives chez les étudiants universitaires atteints du syndrome de burn-out. Teoria E Prática Da Educação, 28(1), e75045. https://doi.org/10.4025/tpe.v28i1.75045
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