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BRIEF RESEARCH REPORT article

Front. Psychol.
Sec. Quantitative Psychology and Measurement
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1434412

Burnout Assessment Tool for Students (BAT-S): Evidence of Validity in a Chilean Sample of Undergraduate University Students

Provisionally accepted
Marcos Carmona-Halty Marcos Carmona-Halty 1*Karina Alarcón Karina Alarcón 1Carla Nicole Semir Gonzalez Carla Nicole Semir Gonzalez 1Geraldy Sepulveda-Páez Geraldy Sepulveda-Páez 1Wilmar Schaufeli Wilmar Schaufeli 2,3
  • 1 Escuela de Psicología y Filosofía, Universidad de Tarapacá, Arica, Chile
  • 2 Research Unit of Occupational & Organisational Psychology and Professional Learning, Faculty of Psychology and Educational Sciences, KU Leuven, Louvain, Belgium
  • 3 Department of Developmental Psychology, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands, Netherlands

The final, formatted version of the article will be published soon.

    This brief report examines both within-network and between-network construct validity of the Burnout Assessment Tool for Students (BAT-S) in a sample of 461 Chilean undergraduate university students (70.9% female) ranging between 18 and 58 years old (M = 21.6, SD = 4.34). The reliability analysis results showed adequate internal consistency for the overall burnout score and for each dimension. In addition, confirmatory factor analysis (CFA) supported a second-order factor (academic burnout) and four first-order factors (exhaustion, mental distance, cognitive impairment, and emotional impairment) solution. Moreover, the results of multiple-group CFA supported gender invariance. Finally, structural equation model (SEM) analysis showed that academic resources and academic demands are associated with academic burnout. Overall, the BAT-S was found to be a reliable and valid tool to assess academic burnout in a sample of Spanish-speaking undergraduate university students.

    Keywords: Burnout Assessment Tool (BAT), Psychometric Analysis, undergraduate students, burnout, Academic burnout

    Received: 23 Sep 2024; Accepted: 21 Nov 2024.

    Copyright: © 2024 Carmona-Halty, Alarcón, Semir Gonzalez, Sepulveda-Páez and Schaufeli. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Marcos Carmona-Halty, Escuela de Psicología y Filosofía, Universidad de Tarapacá, Arica, Chile

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