Burning out before they start? An achievement goal theory perspective on medical and education students
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Burning out before they start? An achievement goal theory perspective on medical and education students Lindsey Nadon1 · Oksana Babenko2 · Devon Chazan3 · Lia M. Daniels3 Received: 5 June 2019 / Accepted: 5 June 2020 © Springer Nature B.V. 2020
Abstract Students training for people-oriented careers, such as medicine and teaching, experience disproportionately high levels of burnout before entering the workforce. This is problematic because burnout is associated with negative outcomes such as unprofessionalism, low self-efficacy, and early career departure. The purpose of this research was to compare medical students’ and pre-service teachers’ achievement goals and examine the extent to which achievement goals contribute to or protect students from academic burnout. Using a cross-sectional survey design, we collected data from a total of 281 medical students and pre-service teachers enrolled at a Western Canadian university. To answer our research questions, we used descriptive data, correlational analyses, and multiple linear regression. Results suggest that both medical students and pre-service teachers score highest on mastery-approach achievement goals; although all goal types are endorsed similarly. Medical students reported higher burnout than pre-service teachers but across groups mastery-approach and performance-approach goals were negatively associated with burnout whereas performance-avoidance goals were positively associated with burnout. Limitations and directions for future research are discussed, as well as implications of these findings for researchers, educators, and students training for people-oriented professions. Keywords Achievement goal theory · Burnout · Medical students · Pre-service teachers
* Lindsey Nadon [email protected] 1
Department of Psychology, Concordia University, Montreal, Canada
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Department of Family Medicine, University of Alberta, Edmonton, Canada
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Department of Educational Psychology, University of Alberta, 6‑102 Education North, Edmonton, AB T6G 2G5, Canada
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1 Introduction Students in professional programs are experiencing high levels of burnout before entering the workforce (e.g., Dyrbye et al. 2014; Kokkinos and Stavropoulos 2016; Maslach and Leiter 2016). This is especially problematic in preparation for peopleoriented careers, such as medicine and teaching, where burnout rates in the profession and during training are significantly higher than in other professions (Dyrbye et al. 2014; Goddard et al. 2006; Shanafelt et al. 2012; The Alberta Teachers’ Association 2013). Medical students who experience burnout are more likely to engage in unprofessional behaviours such as cheating, lying, and plagiarism (Dyrbye et al. 2010), provide suboptimal patient care (Shanafelt et al. 2002), and consider dropping out of their program (Dyrbye et al. 2010). Teachers who suffer from burnout report lower teaching self-efficacy (Bandura 1982; Betoret 2006), earlier career departure (Jalongo and Heider 2006), and lower
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