Abstract:

The article is devoted to the problem of emotional and academic burnout of working students of higher educational establishments. Theoretical and empirical research has revealed that academic burnout, as a particular case of emotional burnout, is accompanied by a sense of emotional and physical exhaustion, decreased motivation for studying, a negative attitude towards teachers and groupmates and, eventually, low academic performance. The diagnosis of the emotional burnout syndrome has been performed by a method of psychological questionnaire for working students. The study was conducted in the time period of two years (2017–2018) in one of the state universities of Russian Federation. A comparative analysis of the development of students’ academic burnout phases among depending on the length of their combining work and studies has been carried out. Based on the results of the study, the causal relationships between the severity of the symptoms of burnout and the duration of the period of combining work and studies have been revealed. The life aspects of the “work – study” continuum, causing the greatest concern among working students, have been determined. The limitations of the presented study are stipulated by a small number of the respondents sample set. Further research is aimed at building a model of academic burnout of working students, the development and adaptation of tools for its diagnosis and prevention measures.

Keywords:

Emotional burnout syndrome, academic burnout, emotional exhaustion, determinants of burnout, self-efficacy.