Reflective learning style and academic burnout in students of the Master’s Degree of Teaching and Health Research

Descripción del Articulo

Objective. To determine the relationship between learning styles and burnout syndrome in students of the Master’s Degree of Teaching and Health Research at UNMSM, 2018. Methods. It was descriptive, correlational, prospective, cross-sectional. A simple random probability sampling was carried out, res...

Descripción completa

Detalles Bibliográficos
Autor: Palomino Rocha, Katia Yovanna
Formato: artículo
Fecha de Publicación:2020
Institución:Universidad de Huánuco
Repositorio:Revistas - Universidad de Huánuco
Lenguaje:español
OAI Identifier:oai:ojs2.localhost:article/45
Enlace del recurso:http://revistas.udh.edu.pe/index.php/udh/article/view/207e
Nivel de acceso:acceso abierto
Materia:estrés mental
estudiante de postgrado
aprendizaje
mental stress
graduate student
learning
estresse mental
estudante de pós-graduação
aprendizagem
id REVUDH_b5e988400557369de56f8b53b9328562
oai_identifier_str oai:ojs2.localhost:article/45
network_acronym_str REVUDH
network_name_str Revistas - Universidad de Huánuco
repository_id_str
spelling Reflective learning style and academic burnout in students of the Master’s Degree of Teaching and Health ResearchEstilo de aprendizaje reflexivo y burnout académico en maestrandos de Docencia e InvestigaciónEstilo de aprendizagem reflexiva e esgotamento acadêmico em alunos de Mestrado em Ensino e Pesquisa em SaúdePalomino Rocha, Katia Yovannaestrés mentalestudiante de postgradoaprendizajemental stressgraduate studentlearningestresse mentalestudante de pós-graduaçãoaprendizagemObjective. To determine the relationship between learning styles and burnout syndrome in students of the Master’s Degree of Teaching and Health Research at UNMSM, 2018. Methods. It was descriptive, correlational, prospective, cross-sectional. A simple random probability sampling was carried out, resulting in a sample of 95 students to whom a survey was applied through a questionnaire. Results. The learning style of the students from highest to lowest appearance. Reflective (55.8%), pragmatic (21.1%), active (15.8%) and theoretical (7.4%). The majority of the prevalence of academic burnout syndrome was “mild” (58.9%), followed by “moderate” (28%) and “no burnout” (12.6%). Conclusion. There is no relationship between the learning styles and the academic burnout syndrome of students. The predominant learning style being reflective and presenting mild academic burnoutObjetivo. Determinar la relación entre los estilos de aprendizaje y el síndrome de burnout en maestrandos en Docencia e Investigación en Salud de la UNMSM,2018. Métodos. La investigación fue descriptiva correlacional, prospectiva, de corte transversal; se realizó un muestreo probabilístico aleatorio simple, resultando una muestra de 95 maestrandos a quiénes se les aplicó una encuesta a través de un cuestionario. Resultados. El estilo de aprendizaje de los maestrandos fue, de mayor a menor aparición. reflexivo (55,8 %), pragmático (21,1 %), activo (15,8 %) y teórico (7,4 %). La prevalencia de síndrome de burnout académico en su gran mayoría fue “leve” (58,9 %), seguido de “moderado” (28 %) y “no presentan burnout” (12,6 %). Conclusión. No existe relación entre los estilos de aprendizaje y el síndrome de burnout académico de los maestrandos, siendo el estilo de aprendizaje predominante el reflexivo y presentando burnout académico leve.Objetivo.  Para determinar a relação entre estilos de aprendizagem e a síndrome de burnout em estudantes de mestrado em Ensino e Pesquisa em Saúde na UNMSM, 2018.  Métodos.  A pesquisa foi descritiva, correlacional, prospectiva, transversal; uma simples amostragem aleatória de probabilidade foi realizada, resultando em uma amostra de 95 alunos de mestrado aos quais foi aplicada uma pesquisa através de um questionário.  Resultados.  O estilo de aprendizagem dos estudantes foi, da mais alta à mais baixa ocorrência, reflexivo (55,8%), pragmático (21,1%), ativo (15,8%) e teórico (7,4%). A prevalência da síndrome do esgotamento acadêmico foi principalmente "leve" (58,9%), seguida por "moderada" (28%) e "sem esgotamento" (12,6%). Conclusão. Não há relação entre estilos de aprendizagem e a síndrome de esgotamento acadêmico nos alunos de mestrado, sendo o estilo de aprendizagem predominante reflexivo e apresentando leve esgotamento acadêmico.Universidad de Huánuco UDH2020-10-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://revistas.udh.edu.pe/index.php/udh/article/view/207eDesafios; Vol. 11 Núm. 2 (2020): Desafíos (jul-dic); 121-1272307-61002706-9559reponame:Revistas - Universidad de Huánucoinstname:Universidad de Huánucoinstacron:UDHspahttp://revistas.udh.edu.pe/index.php/udh/article/view/207e/39http://revistas.udh.edu.pe/index.php/udh/article/view/207e/218Derechos de autor 2021 Revista Desafíoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:ojs2.localhost:article/452025-04-11T22:18:14Z
dc.title.none.fl_str_mv Reflective learning style and academic burnout in students of the Master’s Degree of Teaching and Health Research
Estilo de aprendizaje reflexivo y burnout académico en maestrandos de Docencia e Investigación
Estilo de aprendizagem reflexiva e esgotamento acadêmico em alunos de Mestrado em Ensino e Pesquisa em Saúde
title Reflective learning style and academic burnout in students of the Master’s Degree of Teaching and Health Research
spellingShingle Reflective learning style and academic burnout in students of the Master’s Degree of Teaching and Health Research
Palomino Rocha, Katia Yovanna
estrés mental
estudiante de postgrado
aprendizaje
mental stress
graduate student
learning
estresse mental
estudante de pós-graduação
aprendizagem
title_short Reflective learning style and academic burnout in students of the Master’s Degree of Teaching and Health Research
title_full Reflective learning style and academic burnout in students of the Master’s Degree of Teaching and Health Research
title_fullStr Reflective learning style and academic burnout in students of the Master’s Degree of Teaching and Health Research
title_full_unstemmed Reflective learning style and academic burnout in students of the Master’s Degree of Teaching and Health Research
title_sort Reflective learning style and academic burnout in students of the Master’s Degree of Teaching and Health Research
dc.creator.none.fl_str_mv Palomino Rocha, Katia Yovanna
author Palomino Rocha, Katia Yovanna
author_facet Palomino Rocha, Katia Yovanna
author_role author
dc.subject.none.fl_str_mv estrés mental
estudiante de postgrado
aprendizaje
mental stress
graduate student
learning
estresse mental
estudante de pós-graduação
aprendizagem
topic estrés mental
estudiante de postgrado
aprendizaje
mental stress
graduate student
learning
estresse mental
estudante de pós-graduação
aprendizagem
description Objective. To determine the relationship between learning styles and burnout syndrome in students of the Master’s Degree of Teaching and Health Research at UNMSM, 2018. Methods. It was descriptive, correlational, prospective, cross-sectional. A simple random probability sampling was carried out, resulting in a sample of 95 students to whom a survey was applied through a questionnaire. Results. The learning style of the students from highest to lowest appearance. Reflective (55.8%), pragmatic (21.1%), active (15.8%) and theoretical (7.4%). The majority of the prevalence of academic burnout syndrome was “mild” (58.9%), followed by “moderate” (28%) and “no burnout” (12.6%). Conclusion. There is no relationship between the learning styles and the academic burnout syndrome of students. The predominant learning style being reflective and presenting mild academic burnout
publishDate 2020
dc.date.none.fl_str_mv 2020-10-29
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://revistas.udh.edu.pe/index.php/udh/article/view/207e
url http://revistas.udh.edu.pe/index.php/udh/article/view/207e
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://revistas.udh.edu.pe/index.php/udh/article/view/207e/39
http://revistas.udh.edu.pe/index.php/udh/article/view/207e/218
dc.rights.none.fl_str_mv Derechos de autor 2021 Revista Desafíos
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2021 Revista Desafíos
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidad de Huánuco UDH
publisher.none.fl_str_mv Universidad de Huánuco UDH
dc.source.none.fl_str_mv Desafios; Vol. 11 Núm. 2 (2020): Desafíos (jul-dic); 121-127
2307-6100
2706-9559
reponame:Revistas - Universidad de Huánuco
instname:Universidad de Huánuco
instacron:UDH
instname_str Universidad de Huánuco
instacron_str UDH
institution UDH
reponame_str Revistas - Universidad de Huánuco
collection Revistas - Universidad de Huánuco
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1830216622596423680
score 13.936249
Reflective learning style and academic burnout in students of the Master’s Degree of Teaching and Health Research
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).

Ejemplares Similares