Caracterización del síndrome del agotamiento psicológico en profesores universitarios de América Latina: una revisión bibliográfica

Pub Date : 2023-10-10 DOI:10.21676/2389783x.5446

Gina Mahecha-Naranjo, Leandro Efrain Álvarez-Alucema, Yelis Campo-Torregrosa, Tirza Caballero-Olivares, Rubén López-Sepúlveda

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Abstract

Introduction: Teaching requires dedication, time, and mental work due to the diversity of tasks that must be carried out, which can generate burnout (psychological exhaustion). However, reviews of the characteristics of burnout in Latin American university professors still need to be discovered. Objective: To characterize psychological exhaustion in university professors in Latin America. Method: A bibliographic review of original studies was conducted from different sources in Spanish, English, and Portuguese with the keywords work stress, burnout, psychological exhaustion, teaching, and university professors. The frequencies of the characteristics of the dimensions of psychological exhaustion were described. Results: Eleven investigations showed that depersonalization mainly manifests burnout (up to 90%). Emotional exhaustion and low personal fulfillment reached up to 82%. Conclusions: Burnout among university professors manifests mainly with depersonalization. New systematic reviews should summarize the variables associated with psychological exhaustion in Latin American university professors.

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拉丁美洲大学教师心理疲惫综合症的特征:文献综述

导读:教学需要投入、时间和脑力劳动，因为必须执行的任务是多样化的，这会产生倦怠(心理疲惫)。然而，对拉丁美洲大学教授职业倦怠特征的研究还有待进一步深入。目的:了解拉丁美洲大学教授的心理疲劳特征。方法:以工作压力、倦怠、心理衰竭、教学和大学教授为关键词，对西班牙语、英语和葡萄牙语不同来源的原始研究进行文献综述。描述了心理衰竭各维度特征的频率。结果:11项调查显示，去人格化主要表现为倦怠(高达90%)。情绪衰竭和个人成就感低的比例高达82%。结论:大学教授职业倦怠主要表现为人格解体。新的系统评价应总结与拉丁美洲大学教授心理疲劳相关的变量。

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