Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study

By Edgar Breso, Wilmar B. Schaufeli, Marisa Salanova. 2011

348 citations recorded by the source corpus.

Using the Social Cognitive Theory as a theoretical framework, this study evaluated a 4-month, individual cognitive-behavioral intervention program to decrease burnout and increase self-efficacy, engagement, and performance among university students. The main objective of the intervention was to decrease the anxiety the students coped with before exams in order to increase their beliefs of self-efficacy. Besides the study group intervened, two control groups were involved (i.e., a “stressed” control group and a “healthy” control group). All 3 groups filled out a questionnaire before the intervention and then again 6 months later (2 months after the intervention was completed). The results show that self-efficacy, engagement and performance increased in the intervened group when compared to both control groups. Regarding burnout, decreases were noted in both the intervened and stressed control groups but not in the healthy control group. The implications of the study are discussed, together with its limitations and suggestions for future research.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/cef18540e0e6a654bc05fe7f2b7efc97cfa0300d

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In Clinical Psychology

In Experimental and Cognitive Psychology

In General Health Professions

Citations in the corpus

Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, positive): “…practical experiences with students in classrooms, and may already experience strategies such as practising classroom management skills in authentic contexts, and instruction focused on reducing anxiety (Bresó, Schaufeli, & Salanova, 2011) or promoting emotion regulation (Sutton et al., 2009).”
Principal self-efficacy and work engagement: assessing a Norwegian Principal Self-Efficacy Scale (2011, methodology): “Still, based on previous research of different occupations (e.g. Breso et al. 2008; Prieto 2009), it seems reasonable to expect that a similar relation may be found among principals.”
JOB BURNOUT: A GENERAL LITERATURE REVIEW (2020, background): “The results showed a decrease in burnout levels in occurred and stressed groups, whereas no notable decrease was observed in the healthy group through the 6-month follow-up study (Schaufeli and Salanova, 2010).”
The study, evaluation, and improvement of university student self-efficacy (2016, background): “…(2007), Trigwell, Ashwin, and Millan (2013), and Vogt, Hocevar, and Hagedorn (2007) Baturay and Bay (2010), Brannick, Miles, and Kisamore (2005), Breso, Schaufeli, and Salanova (2011), Frederiksen, Kehoe, and Wood (2011), Kitsantas and Chow (2007), Muis and Duffy (2013), Settlage (2000), Shaw…”
Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations (2016, background): “Schaufeli and his colleagues (e.g., Breso et al., 2011; Ouweneel, Le Blanc, & Schaufeli, 2011; Ouweneel, Schaufeli, & Le Blanc, 2013) have argued that, from a psychological point of view, a student’s tasks and activities can be considered ‘work’.”
Passion and motivation for studying: predicting academic engagement and burnout in university students (2011, result): “Previous research has provided evidence for the scales’ reliability and validity in university students (Bresó et al., 2011; Gan, Shang, et al., 2007; Mostert et al., 2007; Schaufeli, Martínez, et al., 2002; Schaufeli, Salanova, et al., 2002; Uluda[gbrev] & Yaratan, 2010).”
Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education (2018, result): “For example, a study conducted by Shea and collaborators [28] showed that students who participated in cohorts with other colleagues and received detailed feedback from faculties and experienced frequent interaction with them reported a high level of satisfaction with their learning experiences.”
A framework for analysing higher education performance: students' satisfaction, perceived learning outcomes, and dropout intentions (2014, background): “Bandura (1982) proposes the social cognitive theory that relates the student’s well-being (low burnout and high engagement) with selfefficacy, which then affects academic tasks’ performance and the efficient use of the acquired knowledge and skills (Bresó et al., 2011).”
Exploring coping and optimism as predictors of academic burnout and performance among university students (2019, background): “This finding is supported by previous research proposing that self-expectation of academic efficacy and self-efficacy can be considered antecedents for cognitive involvement, academic performance and academic success (Bres o et al., 2011; Feldman & Kubota, 2015; Salanova et al., 2010).”