The Impact of Burnout on the Psychological Well-being of ESL Students in Higher Education Environment
DOI:
https://doi.org/10.58341/srj.v2i3.21Abstract
This quantitative study delved into the intricate relationship between language learning and psychological well-being, emphasising its importance in holistic educational approaches, specifically for English as a Second Language (ESL) learners only. The demanding nature of SLA is emphasised as a significant consequence, guiding this exploration within the theoretical framework of Maslach's theory of burnout. The quantitative study involved 207 ESL students, obtained through convenience sampling, in Karachi Pakistan, utilising the Maslach Burnout Inventory-English Student Survey and the Psychological Well-Being Scale to measure burnout and psychological well-being (PWB). The gathered data was analysed using SPSS version 25. The results reveal a significant negative correlation between psychological well-being and burnout, with burnout emerging as a significant negative predictor of students' psychological states. These findings emphasise the need for proactive strategies to address burnout in ESL education, promoting mental health and fostering supportive learning environments. Ultimately, this research contributes a growing body of literature to the field, emphasising the paramount importance of nurturing the well-being of ESL students as they navigate the path to language proficiency in our interconnected global society.
Keywords:
English as a Second Language (ESL), psychological well-being, burnout, ESL students, Maslach’s theory of Burnout
References
Abdullayev, S., & Kholbekova, B. (2023). The Acquisition Of English As A Second Language: Challenges And Strategies. Scientific Approach To The Modern Education System, 2(17), 123–131.
https://interonconf.org/index.php/fra/article/view/6593
Al‐Murtadha, M. (2019). Enhancing EFL Learners’ Willingness to Communicate With Visualization and Goal‐Setting Activities. TESOL Quarterly, 53(1), 133–157.
https://doi.org/10.1002/tesq.474
Aperocho, M. D. B., & Payot, J. S. (2022). Unveiling the Experiences of Young ESL Educators in an Open Admission Academe. International Journal of Multidisciplinary: Applied Business and Education Research, 3(5), 767–780.
https://doi.org/10.11594/ijmaber.03.05.05
Barnett, M. D., & Flores, J. (2016). Narcissus, exhausted: Self-compassion mediates the relationship between narcissism and school burnout. Personality and Individual Differences, 97, 102–108.
https://doi.org/10.1016/j.paid.2016.03.026
Bowman, C., Ronch, J., & Madjaroff, G. (2016). The Power of Language to Create Culture. 111 pages.
https://doi.org/10.13016/M2D1BR-Y1YT
Burić, I., & Macuka, I. (2018). Self-Efficacy, Emotions and Work Engagement Among Teachers: A Two Wave Cross-Lagged Analysis. Journal of Happiness Studies, 19(7), 1917–1933.
https://doi.org/10.1007/s10902-017-9903-9
Chen, T. (2023). The interplay between psychological well-being, stress, and burnout: Implications for translators and interpreters. Heliyon, 9(8), e18589.
https://doi.org/10.1016/j.heliyon.2023.e18589
Choi, W., Tong, X., & Singh, L. (2017). From Lexical Tone to Lexical Stress: A Cross-Language Mediation Model for Cantonese Children Learning English as a Second Language. Frontiers in Psychology, 8.
https://doi.org/10.3389/fpsyg.2017.00492
Clough, P., & Strycharczyk, D. (2012). Developing mental toughness: improving performance, wellbeing and positive behaviour in others. Kogan Page.
Covington, M. V. (2000). Goal Theory, Motivation, and School Achievement: An Integrative Review. Annual Review of Psychology, 51(1), 171–200.
https://doi.org/10.1146/annurev.psych.51.1.171
De Coninck, D., Matthijs, K., & Luyten, P. (2019). Subjective well-being among first-year university students: A two-wave prospective study in Flanders, Belgium. Student Success, 10(1), 33–45.
https://doi.org/10.5204/ssj.v10i1.642
Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research. Frontiers in Psychology, 10, 2128.
https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M., & Li, C. (2020). Emotions in Second Language Acquisition: a critical review and research agenda. Foreign Language World, 196(1), 34–49.
Fan, X., & Lu, M. (2020). Testing the effect of perceived social support on left-behind children’s mental well-being in mainland China: The mediation role of resilience. Children and Youth Services Review, 109, 104695.
https://doi.org/10.1016/j.childyouth.2019.104695
Fathi, J., & Derakhshan, A. (2019). Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers. Teaching English Language, 13(2).
https://doi.org/10.22132/tel.2019.95883
Freudenberger, H. J. (1974). Staff Burn-Out. Journal of Social Issues, 30(1), 159–165.
https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
Gloria, A. M., Castellanos, J., Scull, N. C., & Villegas, F. J. (2009). Psychological Coping and Well-Being of Male Latino Undergraduates: Sobreviviendo la universidad. Hispanic Journal of Behavioral Sciences, 31(3), 317–339.
https://doi.org/10.1177/0739986309336845
Gregersen, T. (2019). Aligning Positive Psychology With Language Learning Motivation. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (pp. 621–640). Springer International Publishing.
https://doi.org/10.1007/978-3-030-28380-3_30
Hashemi, M. (2011). Language Stress And Anxiety Among The English Language Learners. Procedia - Social and Behavioral Sciences, 30, 1811–1816.
https://doi.org/10.1016/j.sbspro.2011.10.349
Huang, S., Yin, H., & Lv, L. (2019). Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy. Educational Psychology, 39(3), 313–331.
https://doi.org/10.1080/01443410.2018.1543855
Isakovna, T. N., & Maftuna, A. (2023). The psychology of the language learner: individual differences in language acquisition in the EFL classroom. Integration Conference on Integration of Pragmalinguistics, Functional Translation Studies and Language Teaching Processes, 126–128.
https://www.conferenceseries.info/index.php/online/article/view/796
Jacobs, S. R., & Dodd, D. (2003). Student Burnout as a Function of Personality, Social Support, and Workload. Journal of College Student Development, 44(3), 291–303.
https://doi.org/10.1353/csd.2003.0028
Jang, W. (Eric), Bucy, E. P., & Cho, J. (2018). Self-esteem moderates the influence of self-presentation style on Facebook users’ sense of subjective well-being. Computers in Human Behavior, 85, 190–199.
https://doi.org/10.1016/j.chb.2018.03.044
Keyes, C. L. M. (2013). Promoting and Protecting Positive Mental Health: Early and Often Throughout the Lifespan. In C. L. M. Keyes (Ed.), Mental Well-Being (pp. 3–28). Springer Netherlands.
https://doi.org/10.1007/978-94-007-5195-8_1
Lewis, R., & Frydenberg, E. (2004). Adolescents least able to cope: How do they respond to their stresses? British Journal of Guidance & Counselling, 32(1), 25–37.
https://doi.org/10.1080/03069880310001648094
Li, C., Zhang, L. J., & Jiang, G. (2021). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, 1–15.
https://doi.org/10.1080/01434632.2021.1931246
Li, Z., & Liu, Y. (2023). Theorising language learning experience in LOTE motivation with PERMA: A positive psychology perspective. System, 112, 102975.
https://doi.org/10.1016/j.system.2022.102975
Loi, N. M., & Pryce, N. (2022). The Role of Mindful Self-Care in the Relationship between Emotional Intelligence and Burnout in University Students. The Journal of Psychology, 156(4), 295–309.
https://doi.org/10.1080/00223980.2022.2045887
Mao, P., Cai, Z., He, J., Chen, X., & Fan, X. (2021). The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis. Frontiers in Psychology, 12, 784068.
https://doi.org/10.3389/fpsyg.2021.784068
Maslach, C. (1998). A Multidimensional Theory of Burnout (pp. 68–85).
Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach Burnout Inventory: Third edition. Scarecrow Education.
https://psycnet.apa.org/record/1997-09146-011
Maslach, C., & Leiter, M. P. (2016). Burnout. In Stress: Concepts, Cognition, Emotion, and Behavior. Elsevier.
https://doi.org/10.1016/B978-0-12-800951-2.00044-3
Meidasari, V. E. (2017). The Using of Digital Media to Enhance Teaching and Learning English on the Well-being of Indonesian Students. Journal of English Language and Culture, 6(1).
https://doi.org/10.30813/jelc.v6i1.274
Noh, H., Shin, H., & Lee, S. M. (2013). Developmental process of academic burnout among Korean middle school students. Learning and Individual Differences, 28, 82–89.
https://doi.org/10.1016/j.lindif.2013.09.014
Pines, A. M., Aronson, E., & Kafry, D. (1981). Burnout: From Tedium to Personal Growth. Free Press.
Rehman, A. U., Bhuttah, T. M., & You, X. (2020). Linking Burnout to Psychological Well-being: The Mediating Role of Social Support and Learning Motivation. Psychology Research and Behavior Management, Volume 13, 545–554.
https://doi.org/10.2147/PRBM.S250961
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081.
https://doi.org/10.1037/0022-3514.57.6.1069
Ryff, C. D., Almeida, D. M., Ayanian, J. Z., Carr, D. S., Cleary, P. D., Coe, C., Davidson, R. J., Krueger, R. F., Lachman, M. E., Marks, N. F., Mroczek, D. K., Seeman, T. E., Seltzer, M. M., Singer, B. H., Sloan, R. P., Tun, P. A., Weinstein, M., & Williams, D. R. (2007). Midlife in the United States (MIDUS 2), 2004-2006: Version 8 (Version v8). ICPSR - Interuniversity Consortium for Political and Social Research.
https://doi.org/10.3886/ICPSR04652.V8
Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727.
https://doi.org/10.1037/0022-3514.69.4.719
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.
https://doi.org/10.1007/s10964-008-9334-3
Sasaki, N., Watanabe, K., Imamura, K., Nishi, D., Karasawa, M., Kan, C., Ryff, C. D., & Kawakami, N. (2020). Japanese version of the 42-item psychological well-being scale (PWBS-42): a validation study. BMC Psychology, 8(1), 75.
https://doi.org/10.1186/s40359-020-00441-1
Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002a). Burnout and Engagement in University Students: A Cross-National Study. Journal of Cross-Cultural Psychology, 33(5), 464–481.
https://doi.org/10.1177/0022022102033005003
Schaufeli, W. B., Salanova, M., González-romá, V., & Bakker, A. B. (2002b). The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach. Journal of Happiness Studies, 3(1), 71–92.
https://doi.org/10.1023/A:1015630930326
Villanueva, L., Prado-Gascó, V., & Montoya-Castilla, I. (2022). Longitudinal analysis of subjective well-being in preadolescents: The role of emotional intelligence, self-esteem and perceived stress. Journal of Health Psychology, 27(2), 278–291.
https://doi.org/10.1177/1359105320951605
Xiyun, S., Fathi, J., Shirbagi, N., & Mohammaddokht, F. (2022). A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers. Frontiers in Psychology, 13, 904151.
https://doi.org/10.3389/fpsyg.2022.904151
Yang, H.-J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development, 24(3), 283–301.
https://doi.org/10.1016/j.ijedudev.2003.12.001
Yu, J., & Chae, S. (2020). The mediating effect of resilience on the relationship between the academic burnout and psychological well-being of medical students. Korean Journal of Medical Education, 32(1), 13–21.
https://doi.org/10.3946/kjme.2020.149
Zongbo, L., Tingting, W., Yin, L., & Minghui, W. (2017). The Relationship Between Mobile Phone Addiction and Subjective Well-being in College Students: The Mediating Effect of Social Anxiety. Studies of Psychology and Behavior, 15(4), 562–568.
Downloads
Published
How to Cite
License
Copyright (c) 2023 Siazga Research Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
