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Advisor(s)
Abstract(s)
The prevalence of burnout among university students is increasing
with consequences for their academic performance. Attachment
theory, as a theory of affect regulation and interpersonal relationships,
may be an important framework that helps to explain why
some students experience academic burnout while others do
not. This study aims to examine the links between attachment
orientations and levels of academic burnout and to explore
the mediating role of emotion regulation strategies in this
relationship. This cross-sectional study included 205 students
from different Portuguese universities. Multiple mediation
models conducted in PROCESS showed that both attachment
anxiety and attachment avoidance were associated with higher
levels of personal and academic-related burnout. Additionally,
rumination and suppression mediated the association between
attachment anxiety and burnout while putting into perspective
and suppression mediated the association between attachment
avoidance and burnout. Results are discussed in the light
of attachment theory and clinical implications are provided to
prevent academic-related burnout.
Description
Keywords
Attachment Emotion regulation Academic burnout University students
Citation
Marques, H., Brites, R., Nunes, O., Hipólito, J., & Brandão, T. (2023). Attachment, emotion regulation, and burnout among university students: a mediational hypothesis. Educational Psychology, 43(4), 344–362. https://doi.org/10.1080/01443410.2023.2212889
Publisher
Routledge