Palabras clave
sobrecarga laboral
agotamiento emocional
afrontamiento activo
afrontamiento evasivo
docentes universitarios
agotamiento emocional
afrontamiento activo
afrontamiento evasivo
docentes universitarios
Cómo citar
Sobrecarga de trabajo y agotamiento emocional en profesores universitarios: Efectos moderadores de los estilos de afrontamiento. (2019). Universitas Psychologica, 18(2), 1-12. https://doi.org/10.11144/Javeriana.upsy18-2.woee
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Resumen
Los cambios en el sistema educativo de Ecuador han contribuido a un aumento de la sobrecarga de trabajo de los docentes universitarios produciendo estrés y burnout. Este estudio analiza la relación entre la sobrecarga de trabajo, los estilos de afrontamiento y el agotamiento emocional en una muestra de 202 profesores universitarios mediante modelos de regresión jerárquica. Los resultados muestran que la sobrecarga de trabajo y el afrontamiento evasivo están positivamente relacionados con el agotamiento mientras que el afrontamiento activo está relacionado negativamente. Además, el afrontamiento evasivo modula la relación entre la sobrecarga y el agotamiento de forma que los docentes que emplean mucho afrontamiento evasivo en situaciones de elevada sobrecarga experimentan menos agotamiento. Finalmente se discuten las limitaciones del estudio y sus implicaciones teóricas y prácticas para los docentes universitarios en contextos latinoamericanos.
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Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101-126. https://doi.org/10.1007/s10648-013-9244-0.
Álvarez Flores, D. (2007). Satisfacción y fuentes de presión laboral en docentes universitarios de Lima. Persona, 10, 49-97. Retrieved from http://www.redalyc.org/articulo.oa?id=147112813004
Andrews, M. C., & Kacmar, K. M. (2014). Easing employee strain: The interactive effects of empowerment and justice on the role overload-strain relationship. Journal of Behavioral and Applied Management, 15(2), 43-58. Retrieved from https://www.questia.com/library/journal/1P3-3232814681/easing-employee-strain-the-interactive-effects-of
Austria, F., Cruz, B., Herrera, L., & Salas, J. (2012). Relaciones estructurales entre estrategias de afrontamiento y síndrome de Burnout en personal de salud: un estudio de validez externa y de constructo. Universitas Psychologica, 11(1), 197-206. https://doi.org/10.11144/Javeriana.upsy11-1.reea
Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018-1039. https://doi.org/10.1080/10409289.2016.1168227
Carson, R. L., Tsouloupas, C. N., & Barber, L. K. (2012). Burnout and coping strategies across primary and secondary public-school teachers. In C. J. McCarthy, R. G. Lambert, & A. Ullrich (Eds.), International perspectives on teacher stress (pp. 195-218). Greenwich, Connecticut: Information Age Publishing, Inc.
Chan, D. (2011). Burnout and life satisfaction: Does gratitude intervention make a difference among chinese school teachers in Hong Kong? Educational Psychology, 31(7), 809-823, https://doi.org/10.1080/01443410.2011.608525.
Chennoufi, L., Ellouze, F., Cherif, W., Mersni, M., & M'rad, M. F. (2012). Stress and burnout among tunisian teachers. L´Encéphale, 38(6), 480-487. https://doi.org/10.1016/j.encep.2011.12.012.
Chen, S., Ma, J., & Zhu, J. (2014). Relation of job burnout to locus of control and coping style in higher vocational college teachers. Chinese Mental Health Journal, 28(4), 293-297. Retrieved from https://caod.oriprobe.com/articles/41504627/Relation_of_job_burnout_to_locus_of_control_and_co.htm
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Consejo de Educación Superior. (2012). Reglamento de carrera y escalafón del profesor e investigador del sistema de educación superior. Registro oficial RPC-SO-037-Nº. 265-2012. Ecuador.
Cooper, C. L., Sloan, S. L., & Williams, S. (1988). Occupational Stress Indicator Management Guide. Windsor: NFER- Nelson.
David, I. C., & Quintao, S. (2012). Burnout in teachers: Its relationship with personality, coping strategies and life satisfaction. Acta Medica Portuguesa, 25(3), 145-155.
De Beer, L. T., Pienaar, J., & Rothmann, S. Jr. (2016). Work overload, burnout, and psychological ill-health symptoms: a three-wave mediation model of the employee health impairment process. Anxiety, Stress & Coping, 29(4), 387-399. https://doi.org/10.1080/10615806.2015.1061123
Deodhar, J. K., & Goswami, S. S. (2017). Structure, process, and impact of a staff support group in an oncology setting in a developing country. Industrial psychiatry journal, 26(2), 194-200. https://doi.org/10.4103/ipj.ipj_59_16
Dewe, P., & Trenberth, L. (2004). Work stress and coping: drawing together research and practice. British Journal of Guidance and Counseling, 32(2), 143-156. https://doi.org/10.1080/03069880410001692201
Garay, J., Farfán, M.C., & Moysen, A. (2010). Afrontamiento en un grupo de docentes universitarios. Interpsiquis 2010: 11º Congreso virtual de Psiquiatría. Retrieved from http://hdl.handle.net/10401/957
García-Arroyo, J., & Osca, A. (2017). Coping with burnout: Analysis of linear, non-linear and interaction relationships. Anales de Psicología, 33(3), 722-731. http://dx.doi.org/10.6018/analesps.33.3.279441
García-Arroyo, J., & Osca, A. (2018). Effect sizes and cut-off points: a meta-analytical review of burnout in latin American countries. Psychology, health & medicine, 23(9), 1079-1093. https://doi.org/10.1080/13548506.2018.1469780
García- Arroyo, J. A., Osca, A., & Peiró, J. M. (2019). Meta-analytical review of teacher burnout across 36 societies: the role of national learning assessments and gender egalitarianism, Psychology & Health, 34(6), 733-753. https://doi.org/10.1080/08870446.2019.1568013
Gomes, A. P. R., & dos, R. Q. (2011). Burnout, satisfaçäo com a vida, depressäo e carga horária em professores. Análise Psicológica, 29(2), 335-344. https://doi.org/10.14417/ap.56
Grigorescu, S., Cazan, A. M., Grigorescu, O. D., & Rogozea, L. M. (2018). The role of the personality traits and work characteristics in the prediction of the burnout syndrome among nurses-a new approach within predictive, preventive, and personalized medicine concept. EPMA Journal, 9(4), 355-365. https://doi.org/10.1007/s13167-018-0151-9
Guerrero, E. (2003). Análisis pormenorizado de los grados de burnout y técnicas de afrontamiento del estrés docente en profesorado universitario. Anales de Psicología, 19(1), 145-158.
Huyghebaert, T., Gillet, N., Beltou, N., Tellier, F., & Fouquereau, E. (2018). Effects of workload on teachers’ functioning: A moderated mediation model including sleeping problems and overcommitment. Stress and
Health: Journal of the International Society for the Investigation of Stress, 34(5), 601-611. https://doi.org/10.1002/smi.2820
Ibañez, E., Bicenty, A., Thomas, Y., & Martínez, J. (2011). Prevalencia y factores asociados al Síndrome de Burnout en docentes de odontología Fundación Universitaria San Martín, año 2011. Revista Colombiana de Enfermería, 7(7), 105-111. https://doi.org/10.18270/rce.v7i7.1453
Ilaja, B., & Reyes, C. (2016). Burnout y estrategias de inteligencia emocional en profesores universitarios: Implicaciones en la salud laboral educativa. Psicología desde el Caribe, 33(1), 31-46. https://doi.org/10.14482/psdc.33.1.8081
Jiang, X. R., Du, J. J., & Dong, R. Y. (2017). Coping style, job burnout and mental health of university teachers of the millennial generation. Journal of Mathemmatical Science and Technology Education, 13(7), 3379-3392. https://doi.org/10.12973/eurasia.2017.00734a
Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support. Educational Psychology, 31(7), 843-856, https://doi.org/10.1080/01443410.2011.608650.
Laurence, G. A., Fried, Y., & Raub, S. (2016). Evidence for the need to distinguish between self-initiated and organizationally imposed overload in studies of work stress. Work & Stress, 30(4), 337-355. https://doi.org/10.1080/02678373.2016.1253045
Lazarus, R. S., & Folkman, S. (1991). The concept of coping. In A. Monat & R. S. Lazarus (Eds.), Stress and coping: An anthology.(3rd ed., pp. 189-206). New York, NY: Columbia University Press.
Leiter, M. P., & Maslach, C. (2016). Latent burnout profiles: A new approach to understanding the burnout experience. Burnout Research, 3(4), 89-100. https://doi.org/10.1016/j.burn.2016.09.001
Lin, H., Probst, J. C., & Hsu, Y. (2010). Depression among female psychiatric nurses in southern Taiwan: Main and moderating effects of job stress, coping behavior and social support. Journal of Clinical Nursing, 19(15-16), 2342-2354. https://doi.org/10.1111/j.1365-2702.2010.03216.x
Mark, G., & Smith, A. P. (2012). Effects of occupational stress, job characteristics, coping, and attributional style on the mental health and job satisfaction of university employees. Anxiety, Stress & Coping: An International Journal, 25(1), 63-78. https://doi.org/10.1080/10615806.2010.548088
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Andrews, M. C., & Kacmar, K. M. (2014). Easing employee strain: The interactive effects of empowerment and justice on the role overload-strain relationship. Journal of Behavioral and Applied Management, 15(2), 43-58. Retrieved from https://www.questia.com/library/journal/1P3-3232814681/easing-employee-strain-the-interactive-effects-of
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Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018-1039. https://doi.org/10.1080/10409289.2016.1168227
Carson, R. L., Tsouloupas, C. N., & Barber, L. K. (2012). Burnout and coping strategies across primary and secondary public-school teachers. In C. J. McCarthy, R. G. Lambert, & A. Ullrich (Eds.), International perspectives on teacher stress (pp. 195-218). Greenwich, Connecticut: Information Age Publishing, Inc.
Chan, D. (2011). Burnout and life satisfaction: Does gratitude intervention make a difference among chinese school teachers in Hong Kong? Educational Psychology, 31(7), 809-823, https://doi.org/10.1080/01443410.2011.608525.
Chennoufi, L., Ellouze, F., Cherif, W., Mersni, M., & M'rad, M. F. (2012). Stress and burnout among tunisian teachers. L´Encéphale, 38(6), 480-487. https://doi.org/10.1016/j.encep.2011.12.012.
Chen, S., Ma, J., & Zhu, J. (2014). Relation of job burnout to locus of control and coping style in higher vocational college teachers. Chinese Mental Health Journal, 28(4), 293-297. Retrieved from https://caod.oriprobe.com/articles/41504627/Relation_of_job_burnout_to_locus_of_control_and_co.htm
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Consejo de Educación Superior. (2012). Reglamento de carrera y escalafón del profesor e investigador del sistema de educación superior. Registro oficial RPC-SO-037-Nº. 265-2012. Ecuador.
Cooper, C. L., Sloan, S. L., & Williams, S. (1988). Occupational Stress Indicator Management Guide. Windsor: NFER- Nelson.
David, I. C., & Quintao, S. (2012). Burnout in teachers: Its relationship with personality, coping strategies and life satisfaction. Acta Medica Portuguesa, 25(3), 145-155.
De Beer, L. T., Pienaar, J., & Rothmann, S. Jr. (2016). Work overload, burnout, and psychological ill-health symptoms: a three-wave mediation model of the employee health impairment process. Anxiety, Stress & Coping, 29(4), 387-399. https://doi.org/10.1080/10615806.2015.1061123
Deodhar, J. K., & Goswami, S. S. (2017). Structure, process, and impact of a staff support group in an oncology setting in a developing country. Industrial psychiatry journal, 26(2), 194-200. https://doi.org/10.4103/ipj.ipj_59_16
Dewe, P., & Trenberth, L. (2004). Work stress and coping: drawing together research and practice. British Journal of Guidance and Counseling, 32(2), 143-156. https://doi.org/10.1080/03069880410001692201
Garay, J., Farfán, M.C., & Moysen, A. (2010). Afrontamiento en un grupo de docentes universitarios. Interpsiquis 2010: 11º Congreso virtual de Psiquiatría. Retrieved from http://hdl.handle.net/10401/957
García-Arroyo, J., & Osca, A. (2017). Coping with burnout: Analysis of linear, non-linear and interaction relationships. Anales de Psicología, 33(3), 722-731. http://dx.doi.org/10.6018/analesps.33.3.279441
García-Arroyo, J., & Osca, A. (2018). Effect sizes and cut-off points: a meta-analytical review of burnout in latin American countries. Psychology, health & medicine, 23(9), 1079-1093. https://doi.org/10.1080/13548506.2018.1469780
García- Arroyo, J. A., Osca, A., & Peiró, J. M. (2019). Meta-analytical review of teacher burnout across 36 societies: the role of national learning assessments and gender egalitarianism, Psychology & Health, 34(6), 733-753. https://doi.org/10.1080/08870446.2019.1568013
Gomes, A. P. R., & dos, R. Q. (2011). Burnout, satisfaçäo com a vida, depressäo e carga horária em professores. Análise Psicológica, 29(2), 335-344. https://doi.org/10.14417/ap.56
Grigorescu, S., Cazan, A. M., Grigorescu, O. D., & Rogozea, L. M. (2018). The role of the personality traits and work characteristics in the prediction of the burnout syndrome among nurses-a new approach within predictive, preventive, and personalized medicine concept. EPMA Journal, 9(4), 355-365. https://doi.org/10.1007/s13167-018-0151-9
Guerrero, E. (2003). Análisis pormenorizado de los grados de burnout y técnicas de afrontamiento del estrés docente en profesorado universitario. Anales de Psicología, 19(1), 145-158.
Huyghebaert, T., Gillet, N., Beltou, N., Tellier, F., & Fouquereau, E. (2018). Effects of workload on teachers’ functioning: A moderated mediation model including sleeping problems and overcommitment. Stress and
Health: Journal of the International Society for the Investigation of Stress, 34(5), 601-611. https://doi.org/10.1002/smi.2820
Ibañez, E., Bicenty, A., Thomas, Y., & Martínez, J. (2011). Prevalencia y factores asociados al Síndrome de Burnout en docentes de odontología Fundación Universitaria San Martín, año 2011. Revista Colombiana de Enfermería, 7(7), 105-111. https://doi.org/10.18270/rce.v7i7.1453
Ilaja, B., & Reyes, C. (2016). Burnout y estrategias de inteligencia emocional en profesores universitarios: Implicaciones en la salud laboral educativa. Psicología desde el Caribe, 33(1), 31-46. https://doi.org/10.14482/psdc.33.1.8081
Jiang, X. R., Du, J. J., & Dong, R. Y. (2017). Coping style, job burnout and mental health of university teachers of the millennial generation. Journal of Mathemmatical Science and Technology Education, 13(7), 3379-3392. https://doi.org/10.12973/eurasia.2017.00734a
Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support. Educational Psychology, 31(7), 843-856, https://doi.org/10.1080/01443410.2011.608650.
Laurence, G. A., Fried, Y., & Raub, S. (2016). Evidence for the need to distinguish between self-initiated and organizationally imposed overload in studies of work stress. Work & Stress, 30(4), 337-355. https://doi.org/10.1080/02678373.2016.1253045
Lazarus, R. S., & Folkman, S. (1991). The concept of coping. In A. Monat & R. S. Lazarus (Eds.), Stress and coping: An anthology.(3rd ed., pp. 189-206). New York, NY: Columbia University Press.
Leiter, M. P., & Maslach, C. (2016). Latent burnout profiles: A new approach to understanding the burnout experience. Burnout Research, 3(4), 89-100. https://doi.org/10.1016/j.burn.2016.09.001
Lin, H., Probst, J. C., & Hsu, Y. (2010). Depression among female psychiatric nurses in southern Taiwan: Main and moderating effects of job stress, coping behavior and social support. Journal of Clinical Nursing, 19(15-16), 2342-2354. https://doi.org/10.1111/j.1365-2702.2010.03216.x
Mark, G., & Smith, A. P. (2012). Effects of occupational stress, job characteristics, coping, and attributional style on the mental health and job satisfaction of university employees. Anxiety, Stress & Coping: An International Journal, 25(1), 63-78. https://doi.org/10.1080/10615806.2010.548088
Marrau, C. (2004). El síndrome de burnout y sus posibles consecuencias en el trabajador docente. Fundamentos de Humanidades, 5(10), 53-68. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=2004369
Mazon, V., Carlotto, M. S., & Câmara, S. (2008). Síndrome de burnout e estratégias de enfrentamento em professores. Arquivos Brasileiros de Psicologia, 60(1), 55-66. Retrieved from http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1809-52672008000100006
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