Metacognition and Ruminative Thinking as Predictors of Burnout: A Structural Equation Modelling

Year 2021, , 69 - 76, 01.05.2021

Mahmut Evli , Nuray Şimşek

https://doi.org/10.19127/bshealthscience.813382

Abstract

Nursing education is a difficult process with both theoretical and clinical practice. This difficult process creates pressure and stress in nursing students. Therefore, students cannot notice emotions and thinking and may experience rumination. In this case, it can occur in burnout in addition to many mental illnesses. The aim of this study was to investigate whether metacognition and rumination had a predictive effect on burnout. The sample of the study consisted of 280 nursing students who volunteered to participate in the study, and it was completed with 261 nursing students who completed the measurement tools completely. Data were collected using an introductory information form, Ruminative Thinking Style Scale, Metacognitions Questionnaire 30, and Maslach Burnout Inventory. Correlation analysis and structural equation modeling were used to analyze the data. It was determined Ruminative Thinking averages of the participants was 87.61 ± 2.59, Total Metacognitions averages 73.96 ± 11.80, Emotional Exhaustion averages 24.63 ± 5.55, Depersonalization averages 9.58 ± 2.79, Personal average 28.54 ± 5.34. In this study, it is seen that high metacognitions and ruminative thinking styles of students affect burnout. But ruminative thinking has not a mediating role in the relationship between metacognitions and burnout.

Keywords

Metacognition, Ruminative Thinking, Burnout, Structural equation modelling

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