Sindrom sagorevanja kod studenata – istorijska perspektiva
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Teme profesionalnog i akademskog sagorevanja široko su rasprostranjene u savremenim naučnim krugovima. Hiljade knjiga, disertacija i članaka svedoče o važnosti ove teme kako na domaćem, tako i na stranom govornom području. Konceptualizacija sindroma sagorevanja uveliko se promenila od pre 50 godina kada je prvi put skovan termin burnout. Danas on obuhvata čitav spektar društvenih grupa i odnosa van konteksta pomažućih profesija – sagoreti mogu sportisti, aktivisti, supružnici i studenti. Usled manjka literature koja sumira znanja iz ove oblasti, cilj ovog rada je da pregledno predstavi istorijski kontekst razvoja sindroma sagorevanja kod studenata. Zarad dostizanja ovog cilja, definisani su pojmovi sindroma sagorevanja i akademskog sagorevanja. Takođe je prikazan istorijski razvoj istraživanja ova dva konstrukta, kao i skale korišćene tokom godina za merenje akademskog sagorevanja. Na kraju rada, ukazuje se na pravac istraživačkog delovanja kojim treba ići ne bi li se unapredilo kako teorijsko, tako i praktično delovanje kada je u pitanju sindrom sagorevanja kod studenata.
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Bekić, S., & Malčić, B. (2022). Pandemija Korona virusa i sindrom sagorevanja kod studenata. Pedagoška Stvarnost, 68(1), 97–110. https://doi.org/10.19090/ps.2022.1.97-110
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Ilić Živojinović, J. (2014). Analiza povezanosti socio-ekoloških faktora i akademskog stresa sa mentalnim zdravljem studenata [Doktorska disertacija, Univerzitet u Beogradu]. https://nardus.mpn.gov.rs/bitstream/handle/123456789/2451/Disertacija.pdf?sequence=6
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Jagodics, B., & Szabó, É. (2022). Student Burnout in Higher Education: A Demand-Resource Model Approach. Trends in Psychology, 31(4), 757–776. https://doi.org/10.1007/s43076-021-00137-4
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Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and Work Engagement: The JD–R Approach. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 389–411. https://doi.org/10.1146/annurev-orgpsych-031413-091235
Bekić, S. (2023). Socijalna podrška kao korelat sindroma sagorevanja kod studenata tokom pandemije Kovid-19 [Neobjavljeni master rad]. Univerzitet u Novom Sadu.
Bekić, S., & Malčić, B. (2022). Pandemija Korona virusa i sindrom sagorevanja kod studenata. Pedagoška Stvarnost, 68(1), 97–110. https://doi.org/10.19090/ps.2022.1.97-110
Berat, N., Jelić, D., & Popov, B. (2016). Serbian version of the Work burnout scale from the Copenhagen burnout inventory: Adaptation and psychometric properties. Primenjena Psihologija, 9(2), 177. https://doi.org/10.19090/pp.2016.2.177-198
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Čabarkapa, M. (2009). Sindrom izgaranja na poslu kod nastavnika. Nastava i Vaspitanje, 58(2), 268–286.
Cadime, I., Pinto, A. M., Lima, S., Rego, S., Pereira, J., & Ribeiro, I. (2016). Well‐being and academic achievement in secondary school pupils: The unique effects of burnout and engagement. Journal of Adolescence, 53(1), 169–179. https://doi.org/10.1016/j.adolescence.2016.10.003
Campos, J. A. D. B., Carlotto, M. S., & Marôco, J. (2012). Oldenburg Burnout Inventory - student version: Cultural adaptation and validation into Portuguese. Psicologia: Reflexão e Crítica, 25(4), 709–718. https://doi.org/10.1590/S0102-79722012000400010
Campos, J. A. D. B., Carlotto, M. S., & Marôco, J. (2013). Copenhagen Burnout Inventory - student version: Adaptation and transcultural validation for Portugal and Brazil. Psicologia: Reflexão e Crítica, 26(1), 87–97. https://doi.org/10.1590/S0102-79722013000100010
Čarapina, I., & Ševo, J. (2017). Odnos socijalne podrške i sagorijevanja studenata. Školski Vjesnik: Časopis Za Pedagogijsku Teoriju i Praksu, 66(1), 9–25.
Carmona-Halty, M. A., Schaufeli, W. B., & Salanova, M. (2019). The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students. Frontiers in Psychology, 10, 1017. https://doi.org/10.3389/fpsyg.2019.01017
Cushman, S., & West, R. (2006). Precursors to College Student Burnout: Developing a Typology of Understanding. Qualitative Research Reports in Communication, 7(1), 23–31. https://doi.org/10.1080/17459430600964638
Dahlin, M., Fjell, J., & Runeson, B. (2010). Factors at medical school and work related to exhaustion among physicians in their first postgraduate year. Nordic Journal of Psychiatry, 64(6), 402–408. https://doi.org/10.3109/08039481003759219
Dwyer, A. L., & Cummings, A. L. (2001). Stress, Self-Efficacy, Social Support, and Coping Strategies in University Students. Canadian Journal of Counselling, 35(3), 208–220.
Dyrbye, L. N., Thomas, M. R., Harper, W., Massie, F. S., Power, D. V., Eacker, A., Szydlo, D. W., Novotny, P. J., Sloan, J. A., & Shanafelt, T. D. (2009). The learning environment and medical student burnout: A multicentre study. Medical Education, 43(3), 274–282. https://doi.org/10.1111/j.1365-2923.2008.03282.x
Enzmann, D., Schaufeli, W. B., Janssen, P., & Rozeman, A. (1998). Dimensionality and validity of the Burnout Measure. Journal of Occupational and Organizational Psychology, 71(4), 331–351. https://doi.org/10.1111/j.2044-8325.1998.tb00680.x
Friedman, G. (2014). Student Stress, Burnout and Engagement [Master Thesis]. University of the Witwatersrand.
Google Scholar. (2024). Search results for “Student Burnout”. [dataset]. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&as_vis=1&q=student+burnout&btnG=
Hobfoll, S. E. (1989). Conservation of Resources: A New Attempt at Conceptualizing Stress. American Psychologist, 44(3), 513–5224.
Hobfoll, S. E. (2001). The Influence of Culture, Community, and the Nested-Self in the Stress Process: Advancing Conservation of Resources Theory. Applied Psychology: An International Review, 50(3), 337–421.
Ilic, I., Zivanovic Macuzic, I., Kocic, S., & Ilic, M. (2021). High risk of burnout in medical students in Serbia, by gender: A cross-sectional study. PLOS ONE, 16(8), e0256446. https://doi.org/10.1371/journal.pone.0256446
Ilić Živojinović, J. (2014). Analiza povezanosti socio-ekoloških faktora i akademskog stresa sa mentalnim zdravljem studenata [Doktorska disertacija, Univerzitet u Beogradu]. https://nardus.mpn.gov.rs/bitstream/handle/123456789/2451/Disertacija.pdf?sequence=6
Ilijaš Herceg, H. (2023). Psihološki distres i rizik za razvoj sindroma sagorijevanja kod redovitih studenata koji rade [Diplomski rad]. Sveučilište u Zagrebu.
Jagodics, B., & Szabó, É. (2022). Student Burnout in Higher Education: A Demand-Resource Model Approach. Trends in Psychology, 31(4), 757–776. https://doi.org/10.1007/s43076-021-00137-4
Jovanović, V., Karić, J., Hinić, D., Stojanović, G., Džamonja-Ignjatović, T., & Mihajlović, G. (2019). Burnout syndrome in special education teachers working with children with developmental disorders. Engrami, 41(2), 21–33. https://doi.org/10.5937/engrami1902021J
Kim, B., Jee, S., Lee, J., An, S., & Lee, S. M. (2018). Relationships between social support and student burnout: A meta‐analytic approach. Stress and Health, 34(1), 127–134. https://doi.org/10.1002/smi.2771
Kristensen, T. S., Borritz, M., Villadsen, E., & Christensen, K. B. (2005). The Copenhagen Burnout Inventory: A new tool for the assessment of burnout. Work & Stress, 19(3), 192–207. https://doi.org/10.1080/02678370500297720
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