Examination of Burnout and State-Trait Anxiety Levels of University Students During the Covid-19 Lockdown in Turkey

Abstract

In this study, it was aimed to examine university students' higher education burnout and anxiety levels in terms of some variables during the Covid-19 lockdown. In the study, based on correlational and comparative survey method, the burnout and anxiety levels of university students were compared according to the variables of gender, grade level, career expectation, and academic achievement. In addition, the relationship between school burnout and anxiety levels of university students was tried to be explained with the correlational research design. The sample of the study consists of 399 university students studying in Konya and Kırklareli. School Burnout Inventory and State-Trait Anxiety Inventory were used to collect data. According to the research findings, the school burnout of university students during the Covid-19 process was found to be at average values, and their state and trait anxiety were below the average. In addition, university students' school burnout and anxiety levels significantly differed according to gender, grade level, academic achievement, and career expectation variables. Besides, the relationships between school burnout and anxiety levels of university students were found. Ethics committee approval was obtained for the research from the Ethics Committee of Necmettin Erbakan University on 18.06.2021 (No: 2021/361).

Keywords

• Faculty and Vocational High School Students
• Anxiety
• Burnout
• Demographic Factors
• Higher Education
• Turkey

Examination of Burnout and State-Trait Anxiety Levels of University Students During the Covid-19 Lockdown in Turkey

Abstract

Bu çalışmada, Covid-19 kapanma sürecinde üniversite öğrencilerinin okul tükenmişliği ve kaygı düzeylerinin bazı değişkenler açısından incelenmesi amaçlanmıştır. İlişkisel ve karşılaştırmalı tarama yöntemine dayalı olarak yapılan araştırmada üniversite öğrencilerinin tükenmişlik ve kaygı düzeyleri, cinsiyet, sınıf düzeyi, kariyer beklentisi ve akademik başarı değişkenlerine göre karşılaştırılmıştır. Ayrıca, üniversite öğrencilerinin okul tükenmişlikleri ve kaygı düzeyleri arasındaki ilişkiler ilişkisel tarama yöntemi ile açıklanmaya çalışılmıştır. Araştırmanın örneklemini Konya ve Kırklareli illerinde öğrenim gören 399 üniversite öğrencisi oluşturmaktadır. Araştırma verilerinin toplanmasında Okul Tükenmişlik Envanteri ve Durumluk-Sürekli Kaygı ölçekleri kullanılmıştır. Araştırma bulgularına göre üniversite öğrencilerinin Covid-19 sürecinde okul tükenmişliklerinin ortalama değerlerde olduğu, durumluk ve sürekli kaygılarının ise ortalamanın altında olduğu görülmüştür. Ayrıca üniversite öğrencilerinin okul tükenmişliği ve kaygı düzeyleri cinsiyet, sınıf düzeyi, akademik başarı ve kariyer beklentisi değişkenlerine göre anlamlı olarak farklılaştığı belirlenmiştir. Ayrıca üniversite öğrencilerinin okul tükenmişlikleri ve kaygı düzeyleri arasındaki ilişkiler bulunmuştur. Araştırma için etik kurul onayı Necmettin Erbakan Üniversitesi Etik Kurulu'ndan 18.06.2021 (No: 2021/361) tarihinde alınmıştır.

Keywords

• Fakülte ve Meslek Yüksekokul Öğrencileri
• Kaygı
• Tükenmişlik
• Demografik Faktörler
• Yükseköğretim
• Türkiye

References

1. Agha, S. (2021). Mental well-being and association of the four factors coping structure model: A perspective of people living in lockdown during COVID-19. Ethics, Medicine, and Public Health, 16, 100605. doi: 10.1016/j.jemep.2020.100605
2. Arı, G. S. (2003). İşletmelerde güven ve personel güçlendirme ilişkisi: Bankacılık sektöründe bir araştırma [The relationship between trust and employee empowerment in businesses: A research in the banking sector]. Yayınlanmamış Doktora Tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
3. Barlow, D. H. (2000). Unraveling the mysteries of anxiety and its disorders from the perspective of emotion theory. The American Psychologist, 55(11), 1247–1263. doi:10.1037/0003-066X.55.11.1247. PMID 11280938.
4. Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S. et al. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. Lancet (London, England), 395(10227), 912–920.
5. Büyüköztürk, Ş. (1997). Araştırmaya yönelik kaygı ölçeğinin geliştirilmesi [Development of anxiety scale for research]. Eğitim Yönetimi, 3(4), 453-464.
6. Büyüköztürk, S., Kılıç Çakmak, E., Akgün, O. E., Karadeniz, S., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi.
7. Canbaz, S., Sünter, T., & Pekşen, Y. (2005). Samsun Çıraklık Eğitim Merkezine devam eden çırakların durumluk-sürekli kaygı düzeylerinin değerlendirilmesi [Evaluation of state-trait anxiety levels of apprentices attending Samsun Apprenticeship Training Center]. Türk Tabibler Birliği Mesleki Sağlık ve Güvenlik Dergisi, Temmuz-Ağustos-Eylül, 16-22.
8. Cattel, R. B., Schreier, I. H. (1958). The nature of anxiety: A review of thirteen multivariable analyses comprising 814 variables. Psychol. Rept., 4, 351-388.

9. Cattel, R. B., Schreier, I. H. (1961). The meaning and measurement of neuroticism and anxiety. Ronald Press. New York, N. Y.
10. Covington, M. V. (2000). Goal theory, motivation, and school achievement: an integrative review. Annual Review of Psychology, 51, 171–200. doi: 10.1146/annurev.psych.51.1.171
11. Csíkszentmihályi, M. (1997). Finding Flow. ISBN 9780465045136.
12. Çam, Z., & Öğülmüş, S. (2017). Okul Tükenmişlik Envanteri’nin Türkçeye uyarlanması ve psikometrik nitelikleri [Adaptation into Turkish and Psychometric Properties of School Burnout Inventory (SBI)]. BEÜ SBE Dergisi, 6(2), 14-29.
13. Çokluk, O., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli SPSS ve LISREL uygulamaları [Multivariate SPSS and LISREL applications for social sciences.]. Ankara: Pegem Akademi Yayıncılık.
14. Duan, L., & Zhu, G. (2020). Psychological interventions for people affected by the COVID-19 epidemic. Lancet Psychiatry, 7(4), 300–302.
15. Dupéré, V., Leventhal, T., Dion, E., Crosnoe, R., Archambault, I., & Janosz, M. (2015). Stressors and turning points in high school and dropout: A stress process, life course framework. Review of Educational Research, 85(4), 591–629. doi: 10.3102/0034654314559845
16. Farina, E., Ornaghi, V., Pepe, A., Fiorilli, C., & Grazzani, I. (2020). High School Student Burnout: Is empathy a protective or risk factor? Frontiers in Psychology, 11, 897, 1-9. doi: 10.3389/fpsyg.2020.00897
17. Field, A. (2009). Discovering statistics using SPSS (3rd Edition), London: Sage Publications Ltd.
18. Fiorilli, C., De Stasio S., Di Chiacchio C., Pepe A., & Salmela-Aro K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12. doi: 10.1016/j.ijer.2017.04.001
19. Forschung & Lehre, (2021). Zehn Prozent der Studierenden psychisch belastet. Die psychische Belastung von Studierenden steigt. Viele fühlen sich gestresst und rechnen mit einer Verlängerung ihres Studiums. Retrieved from https://www.forschung-und-lehre.de/lehre/zehn-prozent-der-studierenden-psychisch-belastet-3526
20. Fu, S. Q., Greco, L. M., Lennard, A. C., & Dimotakis, N. (2021). Anxiety responses to the unfolding COVID-19 crisis: Patterns of change in the experience of prolonged exposure to stressors. Journal of Applied Psychology, 106(1), 48–61.
21. Geçtan, E. (1993). İnsan Olmak [Being human]. İstanbul: Remzi Kitabevi.
22. Genoud, P. A., Brodard F., & Reicherts M. (2009). Facteurs de stress et burnout chez les enseignants de l’écoleprimaire. Revue européenne de psychologie appliquée, 59, 37–45. doi: 10.1016/j.erap.2007.03.001
23. Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of school psychology, 43(6), 495-513.
24. Horikawa, M., & Yagi, A. (2012). The relationships among trait anxiety, state anxiety and the goal performance of penalty shoot-out by university soccer players. PloS one, 7(4), e35727. doi: 10.1371/journal.pone.0035727
25. Hu, D., Kong, Y., Li, W., Han, Q., Zhang, X., & Zhu, L. X. et al. (2020). Frontline nurses’ burnout, anxiety, depression, and fear statuses and their associated factors during the COVID-19 outbreak in Wuhan, China: A large-scale cross-sectional study. EClinicalMedicine, 24, 100424. doi: 10.1016/j.eclinm.2020.100424
26. Hui, E.; Chan, D. (1996). Teacher stress and guidance work in Honk Kong secondary school teachers. British Journal of Guidance & Counselling, 24(2), 199-211.
27. Huo, L., Zhou, Y., Li, S., Ning, Y., Zeng, L., Liu, Z., Qian, W., Yang, J., Zhou, X., Liu, T., & Zhang, X. Y. (2021). Burnout and Its Relationship With Depressive Symptoms in Medical Staff During the COVID-19 Epidemic in China. Frontiers in psychology, 12, 616369. https://doi.org/10.3389/fpsyg.2021.616369
28. Husky, M. M., Kovess-Masfety, V., & Swendsen, J. D. (2020). Stress and anxiety among university students in France during Covid-19 mandatory confinement. Compr Psychiatry, 102, 152191. 10.1016/j.comppsych.2020.152191
29. Jeong, H., Yim, H. W., Song, Y. J., Ki, M., Min, J. A., Cho, J. et al. (2016). Mental health status of people isolated due to Middle East Respiratory Syndrome. Epidemiol Health, 38, e2016048, 1-7.
30. Kara, S. (2020). Investigation of job satisfaction and burnout of visual arts teachers. International Journal of Research in Education and Science, 6(1), 160-171.
31. Karataş, Z. (2013). Ergenlerin algılanan sosyal destek ve sürekli kaygı düzeylerinin incelenmesi [Investigation of adolescents' perceived social support and trait anxiety levels]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(19), 257-271.
32. Kartopu, S. (2012). Kaygının kader algıları ile ilişkisi: Kahramanmaraş örneği [The relationship between anxiety and perceptions of fate: The case of Kahramanmaraş]. (Yayınlanmamış Doktora Tezi, Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Kayseri.
33. Koyuncuoğlu, Ö. (2020). Yükseköğretimde yeni normalleşme senaryoları ve önerileri. Turkish Studies, 15(6), 635-662. https://dx.doi.org/10.7827/TurkishStudies.44686
34. Koyuncuoğlu, Ö. (2021). COVID-19 pandemi sürecinde yükseköğretim kurumlarında tükenmişlik [Burnout in higher education institutions during the COVID-19 pandemic]. A. Ç. Ceylan (ed.), Sosyal, Beşeri ve İdari Bilimlerde Yeni Arayışlar ve Çalışmalar (Cilt 2) içinde (pp. 13-41), İzmir: Serüven Yayınevi.
35. Krohne, H. W. (1996). Angst und Angstbewältigung. Kohlhammer.
36. Iacovou, S. (2011). What is the difference between existential anxiety and so called neurotic anxiety? 'The sine qua non of true vitality' an examination of the difference between existential anxiety and neurotic anxiety. Existential Analysis, 22(2), 356-367.
37. Liang, D., Chen, S., Zhang, W., Xu, K., Li, Y., Li, D., Cheng, H., Xiao, J., Wan, L., & Liu, C. (2021). Investigation of a progressive relaxation training intervention on precompetition anxiety and sports performance among collegiate student athletes. Frontiers in Psychology, 11, 617541. doi: 10.3389/fpsyg.2020.617541
38. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. doi: 10.1146/annurev.psych.52.1.397.
39. Meier, S. T (1991). Tests of the construct validity of occupational stress measures with collage students: Failure to sapport discriminant validity. Journal of Counseling psychologi., 38(1), 91-97.
40. Meylan, N., Meylan, J., Rodriguez, M., Bonvin, P., & Tardif, E. (2020). What types of educational practices impact school burnout levels in adolescents? International Journal of Environmental Research and Public Health, 17(4), 1152. doi: 10.3390/ijerph17041152
41. Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia M. J. et al. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Res, 290, 113108. 10.1016/j.psychres.2020.113108
42. Öner, N., & Le Compte, A. (1983). Durumluk ve Sürekli Kaygı Envanteri El Kitabı [State and Trait Anxiety Inventory Handbook]. İstanbul: Boğaziçi Üniversitesi Yayınları.
43. Özusta, H. Ş. (1995). Çocuklar için durumluk-sürekli kaygı envanteri uyarlama, geçerlik ve güvenirlik çalışması [State-trait anxiety inventory adaptation, validity and reliability study for children]. Türk Psikoloji Dergisi, 10(34), 32-44.
44. Parviainen, M., Aunola, K., Torppa, M., Lerkkanen, M. K., Poikkeus, A. M., & Vasalampi, K. (2021). Early antecedents of school burnout in upper secondary education: A five-year longitudinal study. Journal of youth and adolescence, 50(2), 231–245. doi: 10.1007/s10964-020-01331-w
45. Plazzo-Luban, B., Pöldirger, W., & Kröger, F. (1992). Psychomatic pisorders in general practice. Berlin Heidelberg: Springer-Verlag.
46. Prabhu, S. (2015). A study on academic stress among higher secondary students. International Journal of Humanities and Social Science Invention, 4(10), 63–68.
47. Räsänen, T., Lintonen, T., Joronen, K., & Konu, A. (2015). Girls and boys gambling with health and well-being in Finland. Journal of School Health, 85(4), 214–222. doi: 10.1111/josh.12246
48. Rodríguez-Rey, R., Garrido-Hernansaiz, H., & Collado, S. (2020). Psychological impact and associated factors during the initial stage of the Coronavirus (covid-19) pandemic among the general population in Spain. Frontiers in Psychology, 11, 1540. doi: 10.3389/fpsyg.2020.01540
49. Rosenfeld, D. L., Balcetis, E., Bastian, B., Berkman, E., Bosson, J. et al. (2020). Psychological science in the wake of COVID-19: Social, methodological, and meta-scientific considerations. doi: 10.31234/osf.io/6gjfm
50. Salmela-Aro, K., Savolainen H., & Holopainen L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38(10), 1316–1327. doi: 10.1007/s10964-008-9334-3.
51. Salmela-Aro, K., Upadyaya K. (2014). School burnout and engagement in the context of Demands–Resources Model. British Journal of Educational Psychology, 84(1), 137–151. doi: 10.1111/bjep.12018
52. Santarone, K., McKenney, M., Elkbuli, A. (2020). Preserving mental health and resilience in frontline healthcare workers during COVID-19. Am. J. Emerg. Med. 38(7), 1530–1531. doi: 10.1016/j.ajem.2020.04.030
53. Sasangohar, F., Jones, S., Masud F., Vahidy, F., & Kash, B. (2020). Provider burnout and fatigue during the COVID-19 Pandemic: Lessons learned from a high-volume ıntensive care unit. Anesthesia & Analgesia, 131(1), 106–111. doi: 10.1213/ANE.0000000000004866
54. Spielberger, C. D. (1972). Anxiety: Current trends in theory and research: I. Academic Press. doi: 10.1016/B978-0-12-657401-2.50008-3
55. Spielberger, C. D., Gorsuch R. C., & Luschene, R. E. (1970). Manual for the State-Trait Anxiety Invenntory. California: Consulting Psychologists Press.
56. Stern (2021). Stress, Einsamkeit, Depression: So stark hat Corona die Psyche von jungen Leuten beeinflusst. Retrieved from https://www.stern.de/gesundheit/corona--so-stark-hat-die-pandemie-die-psyche-von-jungen-leuten-beeinflusst-30820466.html
57. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Allyn & Bacon/Pearson Education.
58. Tan, Z., Phoon, P. H. Y., Zeng L. A., Fu J., Lim X. T., Tan, T. E. et al. (2020). Response and operating room preparation for the COVID-19 outbreak: A perspective from the national heart centre in Singapore. Journal of Cardiothorac and Vascular Anesthesia, 34(9), 2331-2337. doi:10.1053/j.jvca.2020.03.050.
59. Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28–33. doi: 10.1016/j.childyouth.2014.03.020
60. Warwitz, S. A. (2010). Angst vermediden – Angst suchen – Angst lernen. In Sache-Wort-Zahl 112 (pp. 10–15).
61. WHO-World Health Organization (2018). International classification of diseases for mortality and morbidity statistics (11th ed.). https://icd.who.int/browse11/l-m/en.
62. WHO-World Health Organization (2020). World Health Organization; 2020. Coronavirus disease 2019 (COVID-19) Situation Report–94; pp. 1–12. Warwitz, S. A. (2010). Angst vermediden – Angst suchen – Angst lernen. In Sache-Wort-Zahl 112 (pp. 10–15).
63. Wienerin (2021). Studie zeigt: Mentale Gesundheit von Studierenden im Lockdown enorm belastet. Retrieved from https://wienerin.at/studie-zeigt-mentale-gesundheit-von-studierenden-im-lockdown-enorm-belastet
64. Wust, P. (2002). Ungewissheit und wagnis. Der mensch in der philosophie. Münster: LIT-Verlag.
65. Yalçın, B. (1998). Genel lise öğrencileri ile meslek lisesi öğrencilerinin gelecek kaygılarının karşılaştırılması [Comparison of future anxieties of general high school students and vocational high school students]. Selçuk üniversitesi Eğitim Fakültesi VII. Ulusal Eğitim Bilimleri Kongresi, 9-11 Eylül 1998.
66. Žuljević, M. F., Jeličić, K., Viđak, M., Đogaš, V., & Buljan, I. (2021). Impact of the first COVID-19 lockdown on study satisfaction and burnout in medical students in Split, Croatia: A cross-sectional presurvey and postsurvey. BMJ Open, 11(6), e049590. https://doi.org/10.1136/bmjopen-2021-049590