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Study Burnout and Engagement During COVID-19 Among University Students: The Role of Demands, Resources, and Psychological Needs

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  • Katariina Salmela-Aro

    (University of Helsinki)

  • Katja Upadyaya

    (University of Helsinki)

  • Inka Ronkainen

    (University of Helsinki)

  • Lauri Hietajärvi

    (University of Helsinki)

Abstract

The COVID-19 pandemic forced most universities to switch from in-person to remote teaching from May 2020 to May 2021. This period covered three semesters of studies, and due to these changes students experienced fundamental changes in their learning. The present research was carried out 3 times during the pandemic (e.g., May 2020, December 2020, and April 2021) to investigate study engagement and burnout, and their associations with various demands, resources, and psychological needs among university students. Self-reports were collected from 1501, 1526, and 1685 university students in Helsinki. The results showed that study burnout increased across the time points, being the highest in April 2021, whereas study engagement was the lowest in December 2020. Further, at the beginning of the pandemic the explanatory power of study-related demands and resources on study burnout and engagement was stronger, whereas in April 2021 the role of psychological needs increased. These results inform strategies to promote students’ engagement through distance-learning, mitigating negative effects of the situation.

Suggested Citation

  • Katariina Salmela-Aro & Katja Upadyaya & Inka Ronkainen & Lauri Hietajärvi, 2022. "Study Burnout and Engagement During COVID-19 Among University Students: The Role of Demands, Resources, and Psychological Needs," Journal of Happiness Studies, Springer, vol. 23(6), pages 2685-2702, August.
    • Handle: RePEc:spr:jhappi:v:23:y:2022:i:6:d:10.1007_s10902-022-00518-1
    DOI: 10.1007/s10902-022-00518-1
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    References listed on IDEAS

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    1. Jeremy P. Smith & Robin A. Naylor, 2001. "Dropping out of university: A statistical analysis of the probability of withdrawal for UK university students," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 164(2), pages 389-405.
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    3. Wilmar Schaufeli & Marisa Salanova & Vicente González-romá & Arnold Bakker, 2002. "The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach," Journal of Happiness Studies, Springer, vol. 3(1), pages 71-92, March.
    4. Craig Olsson & Rob McGee & Shyamala Nada-Raja & Sheila Williams, 2013. "A 32-Year Longitudinal Study of Child and Adolescent Pathways to Well-Being in Adulthood," Journal of Happiness Studies, Springer, vol. 14(3), pages 1069-1083, June.
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    Cited by:

    1. Mohd Shafie Rosli & Nor Shela Saleh & Azlah Md. Ali & Suaibah Abu Bakar, 2022. "Self-Determination Theory and Online Learning in University: Advancements, Future Direction and Research Gaps," Sustainability, MDPI, vol. 14(21), pages 1-21, November.
    2. Jan Delhey & Stephanie Hess & Klaus Boehnke & Franziska Deutsch & Jan Eichhorn & Ulrich Kühnen & Christian Welzel, 2023. "Life Satisfaction During the COVID-19 Pandemic: The Role of Human, Economic, Social, and Psychological Capital," Journal of Happiness Studies, Springer, vol. 24(7), pages 2201-2222, October.

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