Análisis psicométrico de la Escala de Cansancio Emocional en estudiantes universitarios ecuatorianos durante el brote de COVID-19
DOI:
https://doi.org/10.22235/cp.v16i1.2755Palabras clave:
agotamiento emocional académico, agotamiento académico, validez, invarianza de medición, fiabilidad, análisis factorialResumen
El agotamiento emocional académico es la primera etapa del síndrome de burnout académico, y es necesario evaluarlo e intervenir temprano ya que las consecuencias son significativas para las personas. El objetivo de esta investigación es realizar un análisis psicométrico de la Escala de Cansancio Emocional (ECE) para evaluar su estructura interna, invariancia de medida y confiabilidad de consistencia interna, en una muestra de estudiantes universitarios ecuatorianos en el contexto de la pandemia COVID-19. Participaron 453 estudiantes universitarios de Ecuador (76.21 % mujeres) de entre 17 y 35 años (M = 22.76 años). Los resultados muestran que la estructura unidimensional tiene soporte estadístico, es invariante en cuanto al sexo y muestra una adecuada confiabilidad de consistencia interna. Se concluye que la ECE tiene propiedades psicométricas adecuadas que permiten su uso en estudiantes universitarios ecuatorianos.
Descargas
Citas
American Educational Research Association, American Psychological Association & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Psychological Association.
Ariani, D. W. (2019). Basic psychological needs as predictors of burnout and engagement. Journal of Psychological and Educational Research, 27(2), 51-74.
Asparouhov, T. & Muthén, B. (2006). Robust chi square difference testing with mean and adjusted test statistics. Mplus Web Notes, 10. https://www.statmodel.com/download/webnotes/webnote10.pdf
Ato, M., López, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Annals of Psychology, 29(3), 1038-1059. http://dx.doi.org/10.6018/analesps.29.3.178511
Barattucci, M., Zakariya, Y. F., & Ramaci, T. (2021). Academic achievement and delay: A study with Italian post-graduate students in psychology. International Journal of Instruction, 14(4), 1-20.
Bikar, S., Marziyeh, A., & Pourghaz, A. (2018). Affective structures among students and its relationship with academic burnout with emphasis on gender. International Journal of Instruction, 11(1), 183-194. https://doi.org/10.12973/iji.2018.11113a.
Browne, M. W. & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 445-455). Sage.
Caballero, C. C., Abello LL, R., & Palacio, J. (2007). Relación del burnout y el rendimiento académico con la satisfacción frente a los estudios en estudiantes universitarios. Avances en psicología latinoamericana, 25(2), 98-111.
Caldera, J., Aceves, B., & Reynoso, O. (2016). Resilience in university students. A comparative study among different careers. Psicogente, 19(36), 227-239. https://doi.org/10.17081/psico.19.36.1294
Caycho-Rodríguez, T., Valencia, P. D., Vilca, L. W., Cervigni, M., Gallegos, M., Martino, P., Barés, I., Calandra, M., Anacona, C., López-Calle, C., Moreta-Herrera, R., Chacón-Andrade, E., Lobos-Rivera, M., Del Carpio, P., Quintero, Y., Robles, E., Lombardo, M., Recalde, O., Figares, A., White, M., & Burgos-Videla, C. (2021). Cross-cultural measurement invariance of the fear of COVID-19 scale in seven Latin American countries. Death Studies, 1-15. https://doi.org/10.1080/07481187.2021.1879318
Cevallos-Valdiviezo, H., Vergara-Montesdeoca, A., & Zambrano-Zambrano, G. (2021). Measuring the impact of the COVID-19 outbreak in Ecuador using preliminary estimates of excess mortality, March 17–October 22, 2020. International Journal of Infectious Diseases, 104, 297-299. https://doi.org/10.1016/j.ijid.2020.12.045
Chakraborty, I. & Maity, P. (2020). COVID-19 outbreak: Migration, effects on society, global environment and prevention. Science of the Total Environment, 728, 138882. https://doi.org/10.1016/j.scitotenv.2020.138882.
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464-504. https://doi.org/10.1080/10705510701301834
Connor, K. M. & Davidson, J. R. (2003). Development of a new resilience scale: the Connor Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76-82. https://doi.org/10.1037/t06346-000
DiStefano, C., Liu, J., Jiang, N., & Shi, D. (2018). Examination of the weighted root mean square residual: Evidence for trustworthiness? Structural Equation Modeling: A Multidisciplinary Journal, 25(3), 453-466. https://doi.org/10.1080/10705511.2017.1390394
Dominguez-Lara, S. (2013). Psychometric analysis of the Emotional Exhaustion Scale of private university students. Digital Journal of University Teaching Research, 7(1), 45-55. https://doi.org/10.19083/ridu.7.186
Dominguez-Lara, S. (2018). Proposal for cut-offs for factor loadings: A construct reliability perspective. Enfermería Clínica, 28(6), 401-402. https://doi.org/10.1016/j.enfcli.2018.06.002
Dominguez-Lara, S. & Merino-Soto, C. (2018). Testing misspecifications in structural equation modeling. Argentinean Journal of Behavioral Sciences, 10(2), 19-24. https://doi.org/10.32348/1852.4206.v10.n2.19595
Dominguez-Lara, S., Fernández-Arata, M., Manrique-Millones, D., Alarcón-Parco, D., & Díaz-Peñaloza, M. (2018). Normative data of an emotional exhaustion scale in psychology college students from Lima (Perú). Educación Médica, 19(3), 246-255. https://doi.org/10.1016/j.edumed.2017.09.002
Dominguez-Lara, S. & Merino-Soto, C. (2019). Estimation of effect size in measurement invariance. Journal Avaliação Psicológica, 18(3), 328-332. https://dx.doi.org/10.15689/ap.2019.1803.16248.13
Dominguez-Lara, S., Alarcón-Parco, D., Fernández-Arata, M., Tamayo-Agudelo, W., Bernal-Vargas, L., & Campos-Uscanga, Y. (in press). Factorial invariance of an academic burnout measure among college students from Peru, Mexico and Colombia. Argentinean Journal of Behavioral Sciences.
Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. Plos One, 15(7), e0236337. https://doi.org/10.1371/journal.pone.0236337.
Fontana, S. (2011). Pilot study of the psychometric properties of the Emotional Exhaustion Scale for university students. Argentinian Journal of Behavioral Sciences, 3(2), 44-48.
Gavilanes-Gavilanes, J. & Moreta-Herrera, R. (2020). Labor satisfaction, mental health and burnout. Partial mediation analysis in a sample of drivers from Ecuador. Psicodebate, 20(2), 7-19. http://dx.doi.org/10.18682/pd.v20i2.1875.
Gignac, G. E., Bates, T. C., & Jang, K. (2007). Implications relevant to CFA model misfit, reliability, and the Five Factor Model as measured by the NEO-FFI. Personality and Individual Differences, 43(5), 1051-1062. https://doi.org/10.1016/j.paid.2007.02.024.
González-Ramírez, M. T. & Landero-Hernández, R. (2007). Escala de cansancio emocional (ECE) para estudiantes universitarios: propiedades psicométricas en una muestra de México. Annals of Psychology, 23(2), 253-257.
Herrmann, J., Koeppen, K., & Kessels, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective. Learning and Individual Differences, 69, 150-161. https://doi.org/10.1016/j.lindif.2018.11.011.
Jiang, Y. (2021). Mobile social media usage and anxiety among university students during the COVID-19 pandemic: The Mediating Role of Psychological Capital and the Moderating Role of Academic Burnout. Frontiers in Psychology, 12, 76. https://doi.org/10.3389/fpsyg.2021.612007.
Kecojevic, A., Basch, C. H., Sullivan, M., & Davi, N. K. (2020). The impact of the COVID-19 epidemic on mental health of undergraduate students in New Jersey, cross-sectional study. PloS One, 15(9), e0239696. https://doi.org/10.1371/journal.pone.0239696.
Lai, K. & Green, S. B. (2016). The problem with having two watches: Assessment of fit when RMSEA and CFI disagree. Multivariate Behavioral Research, 51(2-3), 220-239. https://doi.org/10.1080/00273171.2015.1134306
Lee, S. J., Choi, Y. J., & Chae, H. (2017). The effects of personality traits on academic burnout in Korean medical students. Integrative Medicine Research, 6(2), 207-213. https://doi.org/10.1016/j.imr.2017.03.005.
Li, J., Han, X., Wang, W., Sun, G., & Cheng, Z. (2018). How social support influences university students' academic achievement and emotional exhaustion: The mediating role of self-esteem. Learning and Individual Differences, 61, 120-126. https://doi.org/10.1016/j.lindif.2017.11.016.
Lipson, S. K., Lattie, E. G., & Eisenberg, D. (2019). Increased rates of mental health service utilization by US college students: 10-year population-level trends (2007–2017). Psychiatric services, 70(1), 60-63. https://doi.org/10.1176/appi.ps.201800332.
Maslach, C. & Jackson, S. (1997). MBI. Inventario Burnout de Maslach. TEA.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422.
Maslach, C. & Leiter, M. P. (2016). Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111. http://dx.doi.org/10.1002/wps.20311
Mayorga-Lascano, M. & Moreta-Herrera, R. (2019). Psychological care needs for underperforming college students with clinical and subclinical symptoms. Educación, 43(2), 1-15. https://doi.org/10.15517/REVEDU.V43I2.32239.
McDonald, R. P. & Ho, M.-H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64-82. https://doi.org/10.1037/1082-989X.7.1.64
Montano, R. L. T. (2021). Academic engagement predicts flourishing among students in online learning setup: The mediating role of psychological needs. Journal of Psychological and Educational Research, 29(1), 177-194.
Moreta-Herrera, R. & Velástegui-Parra, A. (2020). The measurement equivalence bias in multigroup analyzes. Factorial invariance for comparisons in social and health sciences. Interacciones. 6(1), e200. https://doi.org/10.24016/2020.v6n1.200
Moreta-Herrera, R., López-Calle, C., Caycho-Rodríguez, T., Cabezas-Guerra, C., Gallegos, M., Cervigni, M., Martino, P., Barés, I., & Calandra, M. (2021a). Is it possible to find a bifactor structure in the Fear of COVID-19 Scale (FCV-19S)? Psychometric evidence in an Ecuadorian sample. Death Studies, 1-11. https://doi.org/10.1080/07481187.2021.1914240
Moreta-Herrera, R., Perdomo-Pérez, M., Reyes-Valenzuela, C., & Torres-Salazar, C. & Ramírez-Iglesias, G. (2021b). Factor invariance and reliability of Positive and Negative Affect Schedules (PANAS) in university students in Colombia and Ecuador Anuario de Psicología, 51(2), 76-85. https://doi.org/10.1344/anpsic2021.51.9
Moya-Solís, A., & Moreta-Herrera, R. (2022). Víctimas de cyberbullying y su influencia en las dificultades de regulación emocional en adolescentes del Ecuador. Psychology, Society & Education, 14(1), 67-75. https://doi.org/10.21071/psye.v14i1.14066
Muthén, L. K. & Muthén, B.O. (1998-2015). Mplus User’s guide (7th ed.). Muthén & Muthén.
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112. https://doi.org/10.1080/02673843.2019.1596823.
Peña, N. (2009). Fuentes de resiliencia en estudiantes de Lima y Arequipa. Liberabit, 15(1), 59-64.
Pendergast, L.L., von der Embse, N., Kilgus, S.P., & Eklund, K.R. (2017). Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. Journal of School Psychology, 60(1), 65-82. https://doi.org/10.1016/j.jsp.2016.11.002
Pornprasertmanit, S. (2021). A note on effect size for measurement invariance. http://cran.irsn.fr/web/packages/semTools/vignettes/partialInvariance.pdf
Ramos, F., Manga, D., & Morán, C. (2005). Escala de cansancio emocional (ECE) para estudiantes universitarios: Propiedades psicométricas y asociación [Presentación en congreso]. 6º Congreso Virtual de Psiquiatría Interpsiquis, (pp. 1-9).
Rodríguez, M. & Ruiz, M. (2008). Atenuación de la asimetría y de la curtosis de las puntuaciones observadas mediante transformaciones de variables: Incidencia sobre la estructura factorial. Psicológica, 29, 205-227.
Rosales, Y. & Rosales, F. (2013). Burnout estudiantil universitario: Conceptualización y estudio. Salud Mental, 4(36), 337-345.
Salanova, M. & Llorens, S. (2008). Current state of research on burnout and future challenges. Papeles del Psicólogo, 29(1), 59-67. https://papelesdelpsicologo.es/pdf/1539.pdf
Salmela-Aro, K., Muotka, J., Alho, K., Hakkarainen, K., & Lonka, K. (2016). School burnout and engagement profiles among digital natives in Finland: A person-oriented approach. European Journal of Developmental Psychology, 13(6), 704-718. https://doi.org/10.1080/17405629.2015.1107542
Sani, I., Hamza, Y., Chedid, Y., Amalendran, J., & Hamza, N. (2020). Understanding the consequence of COVID-19 on undergraduate medical education: Medical students’ perspective. Annals of Medicine and Surgery, 58, 117-119. https://doi.org/10.1016/j.amsu.2020.08.045.
Santibañez, L. & Guarino, C. M. (2021). The effects of absenteeism on academic and social-emotional outcomes: Lessons for COVID-19. Educational Researcher, 20(9), 1-9. https://doi.org/10.3102/0013189X21994488.
Saris, W. E., Satorra, A., & Van Der Veld, W. M. (2009). Testing structural equation modeling or detection of misspecifications? Structural Equation Modeling, 16(4), 561-582. https://doi.org/10.1080/10705510903203433
Savalei, V. (2012). The relationship between root mean square error of approximation and model misspecification in confirmatory factor analysis. Educational and Psychological Measurement, 72(6), 910-932. https://doi.org/10.1177/0013164412452564
Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. http://dx.doi.org/10.14482/psdc.32.3.6217
Seperak-Viera, R., Fernández-Arata, M. & Dominguez-Lara, S. (2021). Prevalence and severity of academic burnout in college students during the COVID-19 pandemic. Interacciones, 7, e199. http://dx.doi.org/10.24016/2020.v7.199
Shi, D. & Maydeu-Olivares, A. (2020). The effect of estimation methods on SEM fit indices. Educational and Psychological Measurement, 80(3), 421-445. https://doi.org/10.1177/0013164419885164
Silva, C. J., Cruz, C., Torres, D. F., Muñuzuri, A. P., Carballosa, A., Area, I., Nieto, J., Fonseca, R., Passadouro, R., Santos, E., Abreu, W., & Mira, J. (2021). Optimal control of the COVID-19 pandemic: controlled sanitary deconfinement in Portugal. Scientific reports, 11(1), 1-15. https://doi.org/10.1038/s41598-021-83075-6.
Spagnolo, P. A., Manson, J. E., & Joffe, H. (2020). Sex and gender differences in health: What the COVID-19 pandemic can teach us. Annals of Internal Medicine, 173(5), 385-386. https://doi.org/10.7326/m20-1941
Torres-Toukoumidis, A., González-Moreno, S. E., Pesántez-Avilés, F., Cárdenas-Tapia, J., & Valles-Baca, H. G. (2021). Educational public policy during the pandemic: Comparative study of Mexico and Ecuador. Education Policy Analysis Archives, 29(88), 1-20. https://doi.org/10.14507/epaa.29.6362
Torres, L. H., Mohand, L. M., & Espinosa, S. C. (2016). Cansancio emocional en estudiantes universitarios. DEDiCA. Revista de Educação e Humanidades, 9, 173-191.
Wang, X., Hegde, S., Son, C., Keller, B., Smith, A., & Sasangohar, F. (2020). Investigating mental health of US college students during the COVID-19 pandemic: cross-sectional survey study. Journal of Medical Internet Research, 22(9), e22817. https://doi.org/10.2196/22817.
West, S. G., Taylor, A. B., & Wu, W. (2012). Model fit and model selection in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of Structural Equation Modeling (pp. 209-231). Guilford.
World Health Organization. (2020). WHO coronavirus disease (COVID-19) dashboard. https://covid19.who.int/
World Medical Association. (1964). Declaración de Helsinki. http://www.conamed.gob.mx/prof_salud/pdf/helsinki.pdf
Worly, B., Verbeck, N., Walker, C., Clinchot, D., Keder, L., & Steinauer, J. (2017). Gender differences in medical students' experience of burnout, perceived stress, and empathic concern. Obstetrics & Gynecology, 130(4), 61S. https://doi.org/10.1097/01.AOG.0000525777.75605.4e
Worly, B., Verbeck, N., Walker, C., & Clinchot, D. M. (2019). Burnout, perceived stress, and empathic concern: differences in female and male Millennial medical students. Psychology, Health & Medicine, 24(4), 429-438. https://doi.org/10.1080/13548506.2018.1529329
Xiong, J., Lipsitz, O., Nasri, F., Lui, L. M. W., Gill, H., Phan, L., Chen-Li, D, Iacobucci, M., Ho, R., Majeed, & McIntyre, R. S. (2020). Impact of COVID-19 pandemic on mental health in the general population: A systematic review. Journal of Affective Disorders, 277, 55-64. https://doi.org/10.1016/j.jad.2020.08.001
Yedidia, M. J., Chou, J., Brownlee, S., Flynn, L., & Tanner, C. A. (2014). Association of faculty perceptions of work–life with emotional exhaustion and intent to leave academic nursing: Report on a national survey of nurse faculty. Journal of Nursing Education, 53(10), 569-579. https://doi.org/10.3928/01484834-20140922-03
Zahedbablaan, A., Pourbahram, R., & Rahmani Javanmard, S. (2014). The relationship of perfectionism, goal orientation, and academic performance with academic burnout. Journal of New Approaches in Educational Management, 5(18), 109-124.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Universidad Católica del Uruguay
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
