Hide
Show all
Email this article Personality Traits, Agentic and Communal Orientation, and Burnout in Remote Learning of Students in Different Years
Abstract
The coronavirus pandemic forced an immediate transition of education to remote. This affected the students significantly. The aim of this study is to examine the level of academic burnout in remote learning during the pandemic, taking into account personality differences (Big Five traits: conscientiousness, neuroticism; communal orientation) as predictors. The difference in the burnout level within two groups was also examined – people learning remotely from the beginning and those who previously studied stationary. A personal survey and three questionnaires were used: the Polish adaptation of the Ten Item Personality Inventory (TIPI-PL) by Sorokowska, Słowińska, Zbieg and Sorokowski measuring Big Five traits, the Scale Measuring Agency and Communion by Wojciszke and Szlendak, and the Polish adaptation of the Oldenburg Burnout Inventory (OLBI) by Chirkowska-Smolak measuring burnout. 587 students aged 18–48 participated in the study. A general hypothesis was that the mentioned individual differences stand as burnout level predictors. The results confirmed that a high level of neuroticism and communal orientation predict higher exhaustion – one of the burnout factors. Higher conscientiousness predicts lower burnout levels in both factors (exhaustion and disengagement). Results also showed that people who previously studied stationary had higher burnout levels than those studying remotely from the beginning – the difference is slight.
Keywords
Full Text:
PDF (Język Polski)References
LITERATURA
Armon, G., Shirom, A., Melamed, S. (2012). The Big Five Personality Factors as Predictors of Changes Across Time in Burnout and Its Facets. Journal of Personality, 80(2), 403–427. DOI: https://doi.org/10.1111/j.1467-6494.2011.00731.x
Bakan, D. (1966). The Duality of Human Existence. Chicago: Rand McNally. DOI: https://doi.org/10.2307/1384070
Bakker, A.B., Van Der Zee, K.I., Lewig, K.A., Dollard, M.F. (2006). The Relationship Between the Big Five Personality Factors and Burnout: A Study Among Volunteer Counselors. The Journal of Social Psychology, 146(1), 31–50. DOI: https://doi.org/10.3200/SOCP.146.1.31-50
Banerjee, D., Rai, M. (2020). Social isolation in Covid-19: The impact of loneliness. International Journal of Social Psychiatry, 66(6), 525–527. DOI: https://doi.org/10.1177/0020764020922269
Baumeister, R.F., Leary, M.R. (1995). The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation. Psychological Bulletin, 117(3), 497–529. DOI: https://doi.org/10.1037/0033-2909.117.3.497
Bianchi, R. (2018). Burnout is more strongly linked to neuroticism than to work-contextualized factors. Psychiatry Research, 270, 901–905. DOI: https://doi.org/10.1016/j.psychres.2018.11.015
Birditt, K.S., Turkelson, A., Fingerman, K.L., Polenick, C.A., Oya, A. (2021). Age Differences in Stress, Life Changes, and Social Ties During the COVID-19 Pandemic: Implications for Psychological Well-Being. The Gerontologist, 61(2), 205–216. DOI: https://doi.org/10.1093/geront/gnaa204
Borges Machado, D., Alves, F.J., Teixeira, C.S., Rocha, A.S., Castro-de-Araujo, L.F., Singh, A., Barreto, M.L. (2020). Effects of COVID-19 on Anxiety, Depression and Other Mental Health Issues: A Worldwide Scope Review. Research Square. DOI: https://doi.org/10.21203/rs.3.rs-58186/v1
Brown, P.A., Slater, M., Lofters, A. (2019). Personality and burnout among primary care physicians: An international study. Psychology Research and Behavior Management, 12, 169–177. DOI: https://doi.org/10.2147/prbm.s195633
Browning, M.H.E.M., Larson, L.R., Sharaievska, I., Rigolon, A., McAnirlin, O., … Alvarez, H.O. (2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PLoS ONE, 16(1), e0245327. DOI: https://doi.org/10.1371/journal.pone.0245327
Bylieva, D., Bekirogullari, Z., Lobatyuk, V., Nam, T. (2020). Analysis of the Consequences of the Transition to Online Learning on the Example of Mooc Philosophy during the Covid-19 Pandemic. Humanities & Social Sciences Reviews, 8(4), 1083–1093. DOI: https://doi.org/10.18510/hssr.2020.84103
Chamorro-Premuzic, T., Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319–338. DOI: https://doi.org/10.1016/S0092-6566(02)00578-0
Charles, N.E., Strong, S.J., Burns, L.C., Bullerjahn, M.R., Serafine, K.M. (2021). Increased mood disorder symptoms, perceived stress, and alcohol use among college students during the COVID-19 pandemic. Psychiatry Research, 296, 113706. DOI: https://doi.org/10.1016/j.psychres.2021.113706
Chirkowska-Smolak, T. (2018). Polska adaptacja kwestionariusza do pomiaru wypalenia zawodowego OLBI (The Oldenburg Burnout Inventory). Studia Oeconomica Posnaniensia, 6(3), 24–47. DOI: https://doi.org/10.18559/soep.2018.3.2
Cipora, E., Mielnik, A. (2022). Wybrane aspekty medyczne i społeczne pandemii Covid-19. Journal of Education, 12(1), 11–20. DOI: http://dx.doi.org/10.12775/JEHS.2022.12.01.001
Conrad, N., Patry, M. (2012). Conscientiousness and Academic Performance: A Mediational Analysis. International Journal for the Scholarship of Teaching and Learning, 6(1). DOI: https://doi.org/10.20429/ijsotl.2012.060108
Costa, P.T., McCrae, R.R. (1992). Four Ways Five Factors are Basic. Personality and Individual Differences, 13(6), 653–665. DOI: https://doi.org/10.1016/0191-8869(92)90236-I
Debowska, A., Horeczy, B., Boduszek, D., Dolinski, D. (2020). A repeated cross-sectional survey assessing university students’ stress, depression, anxiety, and suicidality in the early stages of the COVID-19 pandemic in Poland. Psychological Medicine, 3–6. DOI: https://doi.org/10.1071/S003329172000392X
Demerouti, E., Nachreiner, F., Bakker, A.B., Schaufeli, W.B. (2001). The Job Demands-Resources Model of Burnout. Journal of Applied Psychology, 86(3), 499–512. DOI: https://doi.org/10.1037/0021-9010.86.3.499
Długosz, P. (2020a). Neurotic coronavirus generation? The report from the second wave of research on the students from Kraków. DOI: https://doi.org/10.31234/osf.io/6ecr7
Dymecka, J. (2021). Psychospołeczne skutki pandemii COVID-19. Neuropsychiatria i Neuropsychologia, 16(1–2), 1–10. DOI: https://doi.org/10.5114/nan.2021.108030
Finn, G.M., Walker, S.J., Carter, M., Cox, D.R., Hewitson, R., Smith, C.F. (2015). Exploring relationships between personality and anatomy performance. Anatomical Sciences Education, 8(6), 547–554. DOI: https://doi.org/10.1002/ase.1516
Gori, A., Topino, E., Palazzeschi, L., Di Fabio, A. (2021). Which personality traits can mitigate the impact of the pandemic? Assessment of the relationship between personality traits and traumatic events in the COVID-19 pandemic as mediated by defense mechanisms. PLoS ONE, 16, 1–14. DOI: https://doi.org/10.1371/journal.pone.0251984
Gosling, S.D., Rentfrow, P.J., Swann Jr., W.B. (2003). A very brief measure of the Big-Five personality domains. Journal of Research in Personality, 37(6), 504–528. DOI: https://doi.org/10.1016/S0092-6566(03)00046-1
Gunthert, K.C., Cohen, L.H., Armeli, S. (1999). The Role of Neuroticism in Daily Stress and Coping. Journal of Personality and Social Psychology, 77(5), 1087–1100. DOI: https://doi.org/10.1037/0022-3514.77.5.1087
Heitzman, J. (2020). Wpływ pandemii COVID-19 na zdrowie psychiczne. Psychiatria Polska, 54(2), 187–198. DOI: https://doi.org/10.12740/PP/120373
Helgeson, V.S. (2003). Gender-related Traits and Health. Social Psychological Foundations of Health and Illness, 367–394. DOI: https://doi.org/10.1002/9780470753552.ch14
Ivbijaro, G., Brooks, C., Kolkiewicz, L., Sunkel, C., Long, A. (2020). Psychological impact and psychosocial consequences of the COVID 19 pandemic Resilience, mental well-being, and the coronavirus pandemic. Indian Journal of Psychiatry, 62(3), 395–403. DOI: https://doi.org/10.4103/psychiatry.IndianJPsychiatry_1031_20
Jędryszek-Geisler, A., Izdebski, P. (2018). Osobowość nauczyciela a wypalenie zawodowe. Edukacja, 144(1), 106–117. DOI: https://doi.org/10.24131/3724.180108
Keller, H., Karau, S.J. (2013). The importance of personality in students’ perceptions of the online learning experience. Computers in Human Behavior, 29(6), 2494–2500. DOI: https://doi.org/10.1016/j.chb.2013.06.007
Kosowski, P., Mróz, J. (2020). Ocena komunikacji a poczucie samotności i satysfakcji z życia w czasie pandemii. Kwartalnik Naukowy Fides et Ratio, 42(2), 214–226. DOI: https://doi.org/10.34766/fetr.v42i2.284
Księska-Koszałka, J. (2021). Psychologiczne konsekwencje pandemii COVID-19. W: W. Nowak, K. Szalonka (red.), Zdrowe style życia. Ekonomiczne, społeczne i zdrowotne skutki pandemii (s. 47–58). Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego. DOI: https://doi.org/10.34616/142078
Malinowski, J.A. (2021). Czas wolny studentów a ograniczenia okresu pandemii COVID-19. W: R.A. Kaleničenka, I.O. Pètuhovoï (Eds.), Aktualnì problemi psihologìčnoï ta socìalnoï adaptacìï v umovah krizovogo suspìlstva: zbìrnik materìalìv VI Mìžnarodnoï naukovo-praktičnoï konferencìï, 21 kvìtnâ 2021 roku (s. 21–32). Irpìn: Unìversitet Deržavnoï Fìskalnoï Službi Ukraïni.
Mammadov, S. (2021). The Big Five Personality Traits and Academic Performance: A Meta-Analysis. Journal of Personality. DOI: https://doi.org/10.1111/jopy.12663
Maslach, C. (1998). A Multidimensional Theory of Burnout. W: C.L. Cooper (Ed.), Theories of Organizational Stress (s. 8–85). Oxford: Oxford University Press.
Maslach, C., Schaufeli, W.B., Leiter, M.P. (2001). Job Burnout. Annual Reviews, 397–422.
Maunder, R.E. (2017). Students’ peer relationships and their contribution to university adjustment: the need to belong in the university community. Journal of Further and Higher Education, 42(6), 756–768. DOI: https://doi.org/10.1080/0309877X.2017.1311996
McAdams, D.P., Hoffman, B.J., Mansfield, E.D., Day, R. (1996). Themes of Agency and Communion in Significant Autobiographical Scenes. Journal of Personality, 64(2), 339–377. DOI: https://doi.org/10.1111/j.1467-6494.1996.tb00514.x
McCrae, R.R., Costa, P.T. (1999). A Five-Factor Theory of Personality. Handbook of Personality: Theory and Research, 139–153.
Perera, H.N., McIlveen, P., Oliver, M.E. (2015). The mediating roles of coping and adjustment in the relationship between personality and academic achievement. British Journal of Educational Psychology, 85(3), 440–457. DOI: https://doi.org/10.1111/bjep.12084
Pyżalski, J. (2021). Zdrowie psychiczne i dobrostan młodych ludzi w czasie pandemii COVID-19 – przegląd najistotniejszych problemów. Dziecko Krzywdzone. Teoria, Badania, Praktyka, 20(2), 92–115.
Rahmati, Z. (2015). The Study of Academic Burnout in Students with High and Low Level of Self-Efficacy. Procedia – Social and Behavioral Sciences, 171(1996), 49–55. DOI: https://doi.org/10.1016/j.sbspro.2015.01.087
Rak, A., Romańczyk, M., Surma, S., Kocyan, B., Krzystanek, M. (2021). Wpływ pandemii SARS-CoV-2 na zdrowie psychiczne. W: B. Bujalska, K. Kalbarczyk (red.), Wybrane aspekty stanu zdrowia osób mieszkających na terenie Polski – przegląd i badania (T. 1; s. 170–182). Lublin: Wydawnictwo Naukowe Tygiel.
Rimfeld, K., Kovas, Y., Dale, P.S., Plomin, R. (2016). True grit and genetics: Predicting academic achievement from personality. Journal of Personality and Social Psychology, 111(5), 780–789. DOI: https://doi.org/10.1037/pspp0000089
Ryan, R.M., Deci, E.L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68–78. DOI: https://doi.org/10.1037110003-066X.55.1.68
Sankhi, S., Marasine, N.R. (2020). Impact of the COVID-19 Pandemic on Mental Health of the General Population, Students, and Health Care Workers. Europasian Journal of Medical Sciences, 2(Special Issue), 64–72. DOI: https://doi.org/https://doi.org/10.46405/ejms. v2i2.131
Sawdon, M., McLachlan, J.C. (2020). “10% of your medical students will cause 90% of your problems”: A prospective correlational study. BMJ Open, 10(11), 1–5. DOI: https://doi.org/10.1136/bmjopen-2020-038472
Schaufeli, W.B., Martínez, I.M., Pinto, A.M., Salanova, M., Bakker, A.B. (2002). Burnout and Engagement in University Students: A Cross-National Study. Journal of Cross-Cultural Psychology, 33(5), 464–481. DOI: https://doi.org/10.1177/0022022102033005003
Sederevičiūtė-Păciauskienė, Ž., Valantinaitė, I., Kliukas, R. (2021). Communion, Care, and Leadership in Computer-Mediated Learning during the Early Stage of COVID-19. Sustainability (Switzerland), 13(8). DOI: https://doi.org/10.3390/su13084234
Sorokowska, A., Słowińska, A., Zbieg, A., Sorokowski, P. (2014). Polska adaptacja testu Ten Item Personality Inventory (TIPI) –TIPI-PL – wersja standardowa i internetowa. Wrocław: WrocLab.
Sosnowska, J., De Fruyt, F., Hofmans, J. (2019). Relating Neuroticism to Emotional Exhaustion: A Dynamic Approach to Personality. Frontiers in Psychology, 10. DOI: https://doi.org/10.3389/fpsyg.2019.02264
Staller, N., Großmann, N., Eckes, A., Wilde, M., Müller, F.H., Randler, C. (2021). Academic Self-Regulation, Chronotype and Personality in University Students during the Remote Learning Phase due to COVID-19. Frontiers in Education, 6, 1–13. DOI: https://doi.org/10.3389/feduc.2021.681840
Sulea, C., Beek, I. van, Sarbescu, P., Virga, D., Schaufeli, W.B. (2015). Engagement, boredom, and burnout among students: Basic need satisfaction matters more than personality traits. Learning and Individual Differences, 42(4), 132–138. DOI: https://doi.org/10.1016/j.lindif.2015.08.018
Tulaskar, R., Turunen, M. (2021). What students want? Experiences, challenges, and engagement during Emergency Remote Learning amidst COVID-19 crisis. Education and Information Technologies, 27, 551–587. DOI: https://doi.org/10.1007/s10639-021-10747-1
Vindegaard, N., Benros, M.E. (2020). COVID-19 pandemic and mental health consequences: Systematic review of the current evidence. Brain, Behavior, and Immunity, 89(January), 531–542.
Wojciszke, B., Szlendak, M. (2010). Skale do pomiaru orientacji sprawczej i wspólnotowej. Psychologia Społeczna, 5(13), 57–70.
Xiong, J., Lipsitz, O., Nasri, F., Lui, L.M.W., Gill, H., … McIntyre, R.S. (2020). Impact of COVID-19 pandemic on mental health in the general population: A systematic review. Journal of Affective Disorders, 277(August), 55–64. DOI: https://doi.org/10.1016/j.jad.2020.08.001
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
Zarbatany, L., Conley, R., Pepper, S. (2004). Personality and gender differences in friendship needs and experiences in preadolescence and young adulthood. International Journal of Behavioral Development, 28(4), 299–310. DOI: https://doi.org/10.1080/01650250344000514
Zell, E., Lesick, T.L. (2021). Big five personality traits and performance: A quantitative synthesis of 50+ meta-analyses. Journal of Personality, (February), 1–15. DOI: https://doi.org/10.1111/jopy.12683
Zis, P., Artemiadis, A., Bargiotas, P., Nteveros, A., Hadjigeorgiou, G.M. (2021). Medical Studies during the COVID-19 Pandemic: The Impact of Digital Learning on Medical Students’ Burnout and Mental Health. International Journal of Environmental Research and Public Health, 18(1), 1–9. DOI: https://doi.org/10.3390/ijerph18010349
NETOGRAFIA
Długosz, P. (2020b). Raport z II etapu badań studentów UP. Opinia na temat zdalnego nauczania i samopoczucia psychicznego. Kraków: Instytut Filozofii i Socjologii Uniwersytetu Pedagogicznego Im. KEN w Krakowie. Pobrane z: https://ifis.up.krakow.pl/wp-content/uploads/sites/9/2020/06/Raport-Studenci-UP-II-etap.pdf (dostęp: 10.10.2021).
Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A. (2020). The Difference between Emergency Remote Teaching and Online Learning. EDUCAUSE Review. Pobrane z: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (dostęp: 21.12.2021).
Pyżalski, J., Walter, N. (2021). Edukacja zdalna w czasie pandemii COVID-19 w Polsce – mapa głównych szans i zagrożeń. Pobrane z: https://operon.pl/Edukacja_zdalna_w_czasie_pandemii_COVID-19.pdf (dostęp: 10.10.2021).
Romaniuk, M.W., Łukasiewicz-Wieleba, J. (2020). Zdalna edukacja kryzysowa w APS w okresie pandemii COVID-19. Pobrane z: https://www.researchgate.net/publication/344774394_Zdalna_edukacja_kryzysowa_w_APS_w_okresie_pandemii_COVID-19?channel=doi&linkId=5f8f09dc299bf1b53e376acf&showFulltext=true (dostęp: 10.12.2021).
Talarowska, M., Chodkiewicz, J., Nawrocka, N., Miniszewska, J. (2020). Zdrowie psychiczne a epidemia SARS-COV-2 – badania polskie. Pobrane z: https://www.researchgate.net/publication/342845107_Mental_health_and_the_epidemic_SARS-COV-2_-_risk_factors_Polish_research_Zdrowie_psychiczne_a_epidemia_SARS-COV-2_-badania_polskie (dostęp: 10.12.2021).
DOI: http://dx.doi.org/10.17951/j.2022.35.2.69-87
Date of publication: 2022-09-05 09:50:51
Date of submission: 2022-01-26 13:16:42
Statistics
Indicators
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Agata Goral, Agata Zdun-Ryżewska
This work is licensed under a Creative Commons Attribution 4.0 International License.