The relationship between perceptions of the quality of the learning environment and stress related to academic burnout among dental students: a structural equation modeling approach.

Abstract

Background: Academic burnout is a significant concern for dental students, often resulting from prolonged stress and a lack of support in the learning environment. This study investigates academic burnout among dental students, focusing on its relationship with their perceptions of the quality of the learning environment and the mediating role of dental environmental stress.

Methods: In this cross-sectional study, 300 undergraduate dental students were recruited using a convenience sampling method in Isfahan, Iran, in 2022. Data were collected online via WhatsApp and Telegram platforms. In addition to demographic data, the Burnout Clinical Subtype Questionnaire, the Dental School Learning Environment Survey, and the Dental Environmental Stress Questionnaire were employed. Structural equation modeling was conducted using the Partial Least Squares approach to analyze the relationships among variables (p < 0.05).

Results: The study indicated moderate levels of academic burnout (2.61/5), perceived quality of the learning environment (2.92/5), and dental environmental stress (2.80/4). The quality of the learning environment accounted for 2.8% of the variance in the dental environmental stress. The combined quality of the learning environment and dental stress accounted for 22.1% of the variance in academic burnout. Statistically significant relationships were found between the quality of the learning environment and dental environmental stress (p = 0.001), the quality of the learning environment and academic burnout (p = 0.026), and dental environmental stress and academic burnout (p < 0.001). Furthermore, dental environmental stress significantly mediated the relationship between the quality of the learning environment and academic burnout (p = 0.003).

Conclusions: The results highlighted the pivotal role of the learning environment in shaping dental students' academic experiences, particularly concerning stress and burnout. Considering the mediating role of dental environmental stress, the findings emphasize the need for supportive, well-structured, and engaging learning environments.