PANDEMIJA KORONA VIRUSA I SINDROM SAGOREVANJA KOD STUDENATA
Pregledni naučni rad
Ključne reči:
sindrom sagorevanja, Covid-19, studenti, fakultet
Apstrakt
U ovom radu analiziramo mogućnost povećanog stepena razvoja sindroma sagorevanja kod studenata u toku Covid-19 pandemije. Sindrom sagorevanja kod studenata objašnjavamo kao kombinaciju osećaja fizičkog i mentalnog premora usled studija, smanjenog interesovanja prema fakultetskim zadacima i smanjene efikasnosti pri ispunjavanju akademskih obaveza. Da bismo ga jasnije opisali, u radu koristimo opštu teoriju stresa Stefana Hobfola, Teoriju konzervacije resursa, koja nalaže da ljudi gubitkom njima važnih resursa (predmeta, ličnih osobina, energija i stanja) postepeno razvijaju sindrom sagorevanja. Pretpostavljamo da su ovi resursi tokom pandemije Covid-19 virusa značajno smanjeni u količini, stavljajući studentsku populaciju u rizik od sagorevanja. U nastavku predložemo određene preventivne mere protiv razvoja sagorevanja, koje su usmerene na stvaranje spirala dobitaka resursa nasuprot njihovim gubicima. Ukoliko se u bliskoj budućnosti ne preduzmu kvalitetne mere nadoknade izgubljenih resursa kod studenata, verujemo da se može javiti veći broj slučajeva akademskog sagorevanja, a samim tim i manje zadovoljstvo studiranjem, smanjena motivacija za rad i veća frekvenca odustajanja od studija.
Reference
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Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior & Emerging Technologies, 2, 113–115. DOI: https://doi.org/10.1002/hbe2.191
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. doi:10.1016/j.psychres.2020.112934
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Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the CO- VID-19 crisis in Switzerland. PLoS ONE,15 (7): e0236337. DOI: https://doi. org/ 10.1371/journal.pone.0236337
Hobfoll, S.E. (1989). Conservation of Resources: A New Attempt at Conceptualizing Stress. American Psychologist, 44 (3), 513-524.
Hobfoll, S.E. (2001). The Influence of Culture, Community, and the Nested-Self in the Stress Process: Advancing Conservation of Resources Theory. Applied psychology: An international review, 50(3), 337-421.
Hobfoll, S.E., & Shirom, A. (2001). Conservation of Resources Theory: Applications to Stress and Management in the Workplace. In R.T. Golembiewski (Ed.), Handbook of Organizational Behavior. 57-80. Marcel Dekker.
Kim, B., Jee, S., Lee, J., An, S., & Lee, S. M. (2017). Relationships between social support and student burnout: A meta-analytic approach. Stress and Health,34(1), 127-134. DOI:10.1002/smi.2771
Maslach, C., & Jackson, S.E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99-113.
Maslach, C., Jackson, S.E., & Leiter, M.P. (2016). Maslach Burnout Inventory Manual (Fourth Edition). Menlo Park, CA: Mind Garden, Inc.
Merhi, R., Sánchez-Elvira-Paniagua, A., & Palací, F. J. (2018). The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students. Acción Psico- lógica, 15(2), 51–68. DOI:https://doi.org/10.5944/ap.15.2.21831
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%D1%80%D0%BE%D0%BD%D0%B0%D0%B2%D0%B8%D1%80%D1%83%D1%81/story/3134/koronavirus-u-srbiji/4012191/studenti-koronavirus-is- piti-.html
Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (CO- VID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus 12(4): e7541. doi:10.7759/cureus.7541
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.E. (2009). School burnout inventory. European Journal of Psychological Assessment, 25(1), 48–57.
Schaufeli, W.B., & Buunk, B.P. (2003). Burnout: An Overview of 25 Years of Research and Theorizing. In M.J. Schabracq, J.A.M. Winnubst, & C.L. Cooper (Eds.), The handbook of work and health psychology. 383-425. John Wiley & Sons, Ltd.
Schaufeli, W.B., Leiter, M.P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14(3), 204-220. DOI: 10.1108/13620430910966406
UNSECO. (2020, April 28). Exams and assessments in COVID-19 crisis: Fairness at the center [Vebsajt]. Retrieved June 2020 fromhttps://en.unesco.org/news/ exams-and-assessments-covid-19-crisis-fairness-centre
Vićentić, S., Latas, M., Barišić, J., Matić, M., Pantović Stefanović, M., & Milovano- vić, S. (2015). Burnout in medical students in Serbia – preclinical and clinical differences. Engrami,37 (1), 5-15.
Westman, M., Hobfoll, S.E., Chen, S., Davidson, O.B., & Laski, S. (2005). Organizational stress through the lens of conservation of resources (COR) theory. Exploring Interpersonal Dynamics Research in Occupational Stress and Well Being, 4, 167–220.
World Health Organization. (2019, Maj 28). Burn-out an “occupational phenomenon”: International Classification of Diseases. Retrieved March 2020 from https://www.who.int/mental_health/evidence/burn-out/en/
World Health Organization. (2020, Mart 18). Mental health and psychosocial considerations during the COVID-19 outbreak. Retrieved July 2020 from https://www. who.int/publications/i/item/WHO-2019-nCoV-MentalHealth-2020.1
Yang, H.J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical-vocational colleges. Inter- national Journal of Educational Development, 24, 283-301.
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior & Emerging Technologies, 2, 113–115. DOI: https://doi.org/10.1002/hbe2.191
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. doi:10.1016/j.psychres.2020.112934
Čarapina, I., Ševo, J. (2017). Odnos socijalne podrške i sagorijevanja studenata. Školski vjesnik, 66 (1), 9-25. Preuzeto Jula 2020. sa https://hrcak.srce.hr/186825
Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the CO- VID-19 crisis in Switzerland. PLoS ONE,15 (7): e0236337. DOI: https://doi. org/ 10.1371/journal.pone.0236337
Hobfoll, S.E. (1989). Conservation of Resources: A New Attempt at Conceptualizing Stress. American Psychologist, 44 (3), 513-524.
Hobfoll, S.E. (2001). The Influence of Culture, Community, and the Nested-Self in the Stress Process: Advancing Conservation of Resources Theory. Applied psychology: An international review, 50(3), 337-421.
Hobfoll, S.E., & Shirom, A. (2001). Conservation of Resources Theory: Applications to Stress and Management in the Workplace. In R.T. Golembiewski (Ed.), Handbook of Organizational Behavior. 57-80. Marcel Dekker.
Kim, B., Jee, S., Lee, J., An, S., & Lee, S. M. (2017). Relationships between social support and student burnout: A meta-analytic approach. Stress and Health,34(1), 127-134. DOI:10.1002/smi.2771
Maslach, C., & Jackson, S.E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99-113.
Maslach, C., Jackson, S.E., & Leiter, M.P. (2016). Maslach Burnout Inventory Manual (Fourth Edition). Menlo Park, CA: Mind Garden, Inc.
Merhi, R., Sánchez-Elvira-Paniagua, A., & Palací, F. J. (2018). The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students. Acción Psico- lógica, 15(2), 51–68. DOI:https://doi.org/10.5944/ap.15.2.21831
Mijatović, L., Strižak, N., & Antić, S. (2021). Doživljaj akademskog stresa kod studenata specijalne edukacije i rehabilitacije tokom pandemije Kovid-19. U N.Buha, M.Kovačević (Ur.): Nacionalni naučni skup „Specijalna edukacija i rehabilitacija u uslovima pandemije Covid-19”: Zbornik radova. (str. 103-110). Univerzitet u Beogradu.
N1 RS. (2020, maj 17). Studenti Univerziteta u Novom Sadu: Preispitati odluku o povratku na fakultete. Preuzeto juna 2020, sa https://rs.n1info.com/vesti/ a600364-studenti-univerziteta-u-novom-sadu-preispitati-odluku-o-povrat-ku-na-fakultete/
O radio. (2020, maj 18). Deo studenata traži da se preispita odluka o pokretanju nastave. Preuzeto Juna 2020, sa https://oradio.rs/sr/vesti/drustvo/obrazovanje/ deo-studenata-trazi-da-se-preispita-odluka-o-pokretanju-nastave-9150.html
Pines, A. M., Neal, M. B., Hammer, L. B., & Icekson, T. (2011). Job burnout and couple burnout in dual-earner couples in the sandwiched generation. Social Psychology Quarterly, 74(4), 361-386.
Radio-televizija Vojvodine. (2020, maj 19). Povodom - 19.05.2020. Preuzeto Juna 2020, sahttps://media.rtv.rs/sr_ci/povodom/56269?fbclid=IwAR1iZGuEFbER- MR9ZH6ls-DWUGJMRelj8jmTiVaZDG9KFviV30DxjXevPbBo
RTS. (2020). Studentima dodatni ispitni rok, za zaražene i naknadni rokovi. Preuzeto Jula 2020. sa https://www.rts.rs/page/stories/sr/%D0%9A%D0%BE-
%D1%80%D0%BE%D0%BD%D0%B0%D0%B2%D0%B8%D1%80%D1%83%D1%81/story/3134/koronavirus-u-srbiji/4012191/studenti-koronavirus-is- piti-.html
Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (CO- VID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus 12(4): e7541. doi:10.7759/cureus.7541
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.E. (2009). School burnout inventory. European Journal of Psychological Assessment, 25(1), 48–57.
Schaufeli, W.B., & Buunk, B.P. (2003). Burnout: An Overview of 25 Years of Research and Theorizing. In M.J. Schabracq, J.A.M. Winnubst, & C.L. Cooper (Eds.), The handbook of work and health psychology. 383-425. John Wiley & Sons, Ltd.
Schaufeli, W.B., Leiter, M.P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14(3), 204-220. DOI: 10.1108/13620430910966406
UNSECO. (2020, April 28). Exams and assessments in COVID-19 crisis: Fairness at the center [Vebsajt]. Retrieved June 2020 fromhttps://en.unesco.org/news/ exams-and-assessments-covid-19-crisis-fairness-centre
Vićentić, S., Latas, M., Barišić, J., Matić, M., Pantović Stefanović, M., & Milovano- vić, S. (2015). Burnout in medical students in Serbia – preclinical and clinical differences. Engrami,37 (1), 5-15.
Westman, M., Hobfoll, S.E., Chen, S., Davidson, O.B., & Laski, S. (2005). Organizational stress through the lens of conservation of resources (COR) theory. Exploring Interpersonal Dynamics Research in Occupational Stress and Well Being, 4, 167–220.
World Health Organization. (2019, Maj 28). Burn-out an “occupational phenomenon”: International Classification of Diseases. Retrieved March 2020 from https://www.who.int/mental_health/evidence/burn-out/en/
World Health Organization. (2020, Mart 18). Mental health and psychosocial considerations during the COVID-19 outbreak. Retrieved July 2020 from https://www. who.int/publications/i/item/WHO-2019-nCoV-MentalHealth-2020.1
Yang, H.J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical-vocational colleges. Inter- national Journal of Educational Development, 24, 283-301.
