Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students

Context: Students may develop academic burnout due to various factors, especially in stressful fields. This may cause educational and occupational negative impacts.
Aims: The present study was an investigation of the relationship of motivation, self‑efficacy, stress, and academic performance with academic burnout among paramedical and nursing students.
Setting and Design: This descriptive‑analytic study was conducted in Qom University of Medical Sciences.
Materials and Methods: In the present study, 264 nursing and paramedical undergraduate students were selected through simple randomization. Demographic questionnaire, Maslach Burnout Inventory, Academic Stress Questionnaire (ASQ), Academic Self‑efficacy Questionnaire (ASQ), and Academic Motivation Scale were used for data collection. The average of university course grades was used as the academic performance scale.
Statistical Analysis Used: Data were analyzed by linear regression analysis and descriptive statistics including mean, standard deviation, and frequency.
Results: The mean score of academic burnout was 28.52 ± 15.84. The results of regression analysis in univariate model showed that all subscales of academic performance variables, i.e., academic motivation, academic self‑efficacy, and academic stress of students, were related to academic burnout (P < 0.05). It was also found that internal motivation, no motivation, and assurance of self‑ability to manage family and work were the most important factors in burnout, and 50% of variance changes was determined in academic burnout (r = 0.71, r2 = 0.50).
Conclusion: Based on the results of this study, internal motivation, amotivation, and family work management were identified as the most important decreasing factors on academic burnout. Therefore, promoting academic motivation; recognizing and applying the skills of family–work management; and recognizing the factors affecting stress, motivation, self‑efficacy, and academic performance cause students to be protected against academic burnout.