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Emotional Exhaustion and Engagement in Higher Education Students during a Crisis, Lessons Learned from COVID-19 Experience in Italian Universities

Author

Listed:
  • Chiara Ghislieri

    (Department of Psychology, University of Turin, 10124 Turin, TO, Italy)

  • Domenico Sanseverino

    (Department of Psychology, University of Turin, 10124 Turin, TO, Italy)

  • Valentina Dolce

    (Research Group in Social Psychology (GRePS), Institute of Psychology, University Lumière Lyon 2, 69676 Bron, France)

  • Paola Spagnoli

    (Department of Psychology, University of Campania “Luigi Vanvitelli”, 81100 Caserta, CE, Italy)

  • Amelia Manuti

    (Department of Educational Sciences, Psychology, Communication, University of Bari “Aldo Moro”, 70121 Bari, BA, Italy)

  • Emanuela Ingusci

    (Department of Human and Social Sciences, University of Salento, 73100 Lecce, LE, Italy)

  • Tindara Addabbo

    (Marco Biagi Department of Economics, University of Modena and Reggio Emilia, 41121 Modena, MO, Italy)

Abstract

Italian university students face an uncertain future characterised by a competitive neoliberal academic environment with high demands and a weak labour market that often cannot hire those who are best qualified. The COVID-19 pandemic has exacerbated students’ uncertainty and negatively affected their well-being. The purpose of this study is to explore perceptions of academic life during the pandemic and to examine the relationship between study load, reduced academic performance, internet addiction, academic self-efficacy, and engagement and emotional exhaustion. A sample of university students (N = 10,298) from 11 Italian universities completed a self-report questionnaire about their academic and personal lives between May and June 2021. We performed two multiple linear regressions and one ANOVA to highlight gender differences. Results indicate that female students reported lower levels of engagement and academic self-efficacy, and higher levels of exhaustion and study demands compared to male students, while older students generally appear to exhibit higher levels of well-being. Study load, reduced academic performance, and internet addiction showed a negative association with engagement, particularly the first two, and a positive association with exhaustion, while self-efficacy was positively associated with engagement and negatively associated with exhaustion. The results suggest the need to introduce additional forms of support, such as psychological support, internet addiction awareness courses or counseling services.

Suggested Citation

  • Chiara Ghislieri & Domenico Sanseverino & Valentina Dolce & Paola Spagnoli & Amelia Manuti & Emanuela Ingusci & Tindara Addabbo, 2023. "Emotional Exhaustion and Engagement in Higher Education Students during a Crisis, Lessons Learned from COVID-19 Experience in Italian Universities," Social Sciences, MDPI, vol. 12(2), pages 1-17, February.
    • Handle: RePEc:gam:jscscx:v:12:y:2023:i:2:p:109-:d:1071984
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    References listed on IDEAS

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    1. Rosy Musumeci & Chiara Ghislieri, 2020. "Some Voices from Italian Youth on Well-Being: How to Cope with Job Insecurity?," Social Sciences, MDPI, vol. 9(4), pages 1-19, April.
    2. R Zirwatul Aida R Ibrahim & Wan Zaleha Mohd Zalam & Bob Foster & Teuku Afrizal & Muhamad Deni Johansyah & Jumadil Saputra & Azlina Abu Bakar & Mazidah Mohd Dagang & Siti Nazilah Mat Ali, 2021. "Psychosocial Work Environment and Teachers’ Psychological Well-Being: The Moderating Role of Job Control and Social Support," IJERPH, MDPI, vol. 18(14), pages 1-19, July.
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    Cited by:

    1. Domenico Sanseverino & Danila Molinaro & Paola Spagnoli & Chiara Ghislieri, 2023. "The Dynamic between Self-Efficacy and Emotional Exhaustion through Studyholism: Which Resources Could Be Helpful for University Students?," IJERPH, MDPI, vol. 20(15), pages 1-17, July.

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