Burnout Assessment Tool for Students (BAT-S): evidence of validity in a Chilean sample of undergraduate university students

Marcos Carmona-Halty*, Karina Alarcón-Castillo, Carla Semir-González, Geraldy Sepúlveda-Páez, Wilmar B. Schaufeli

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This brief report examines both within-network and between-network construct validity of the Burnout Assessment Tool for Students (BAT-S) in a sample of 461 Chilean undergraduate university students (70.9% female) ranging between 18 and 58 years old (M = 21.6, SD = 4.34). The reliability analysis results showed adequate internal consistency for the overall burnout score and for each dimension. In addition, confirmatory factor analysis (CFA) supported a second-order factor (academic burnout) and four first-order factors (exhaustion, mental distance, cognitive impairment, and emotional impairment) solution. Moreover, the results of multiple-group CFA supported gender invariance. Finally, structural equation model (SEM) analysis showed that academic resources and academic demands are associated with academic burnout. Overall, the BAT-S was found to be a reliable and valid tool to assess academic burnout in chilean sample of undergraduate university students.

Original languageEnglish
Article number1434412
JournalFrontiers in Psychology
Volume15
DOIs
Publication statusPublished - 18 Dec 2024

Bibliographical note

Publisher Copyright:
Copyright © 2024 Carmona-Halty, Alarcón-Castillo, Semir-González, Sepúlveda-Páez and Schaufeli.

Keywords

  • academic burnout
  • burnout
  • burnout assessment tool
  • psychometric analysis
  • undergraduate students

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