Associations Between Maladaptive Perfectionism and Life Satisfaction Among Chinese Undergraduate Medical Students: The Mediating Role of Academic Burnout and the Moderating Role of Self-Esteem

Empirical research has shown that maladaptive perfectionism may lead to lower life satisfaction. However, the relationship between maladaptive perfectionism and life satisfaction among medical students and the mechanism underlying this relationship still need to be further explored. The present study used a large sample of undergraduate medical students to examine the associations between maladaptive perfectionism and life satisfaction and to explore the mechanism underlying the associations. Specifically, the present study tried to probe the mediating role of academic burnout and the moderating role of self-esteem in the relationship between maladaptive perfectionism and life satisfaction in medical students. We invited 1628 undergraduate medical students from two medical universities in Northeastern China to participate in the survey. Among the students recruited, 1377 medical students (response rate: 84.6%) completed questionnaires including the Frost Multidimensional Perfectionism Scale (FMPS) maladaptive perfectionism subscales, the Chinese College Student Academic Burnout Inventory (CCSABI), the Satisfaction With Life Scale (SWLS), the Rosenberg Self-Esteem Scale (RSES) and demographic information. Results show that maladaptive perfectionism was significantly negatively related to life satisfaction among medical students and academic burnout played a significant mediating role (β = −0.10, BCa 95%CI: −0.12, −0.07) in this relationship. Moderated mediation analyses reveal that the mediating effect of maladaptive perfectionism on life satisfaction via academic burnout was moderated by self-esteem. Maladaptive perfectionism exerted a stronger effect on life satisfaction via the mediating role of academic burnout for medical students with high self-esteem [β = −0.026, SE = 0.009, 95%CI = (−0.047, −0.011)] than for medical students with low self-esteem [β = −0.019, SE = 0.009, 95%CI = (−0.038, −0.001)]. Medical institutions can implement effective interventions to decrease medical students’ maladaptive perfectionism levels and academic burnout levels, and increase their self-esteem levels in order to enhance their life satisfaction.

Academic Burnout pada Proses Pembelajaran Daring

Academic burnout mengacu pada stress dan faktor psikologis karena proses pembelajaran sehingga menunjukan keadaan kelelahan emosional, kecenderungan untuk depersonalisasi dan perasaan prestasi yang rendah. Sindrom ini dapat mempengaruhi kompetensi mahasiswa dan perubahan fisik dan mental. Tujuan Penelitian ini untuk diketahuinya academic burnout pada pembelajaran daring. Jenis penelitian ini menggunakan cross sectional, populasi pada penelitian adalah mahasiswa STIKes Horizon yang telah melakukan proses pembelajaran daring selama1 tahun akademik, pengambilan sample menggunakan Snowball Sampling dan Simple Random Sampling dengan jumlah sampel 276 responden. Instrumen penelitian yang digunakan academic burnout dengan melihat nilai exhaustion, Cynicism dan professional efficacy. Korelasi exhaustion dengan Cynicism menunjukkan hubungan yang sangat lemah dan arah hubungan bernilai positif (R= 0.680), korelasi exhaustion dengan professional efficacy menunjukkan hubungan kuat dan arah hubungan bernilai negative (R= -0.244), korelasi Cynicismdengan professional efficacy menunjukkan hubungan kuat dan arah hubungan negative (R= -0.311), dapat disimpulkan bahwa dimensi exhaustion, Cynicism dan professional efficacy saling mempengaruhi pada academic burnout, hal ini diperkuat dengan ditemukan data mayoritas mahasiswa merasa lelah 155 (56.2%), memiliki perasaan sinis 137 (49.6%) dan merasa tidak kompeten dengan proses pembelajaran 140 (50.7%). Saran, Untuk meningkatkan efek positif dan mencegah insiden academic burnout di kalangan mahasiswa, dianjurkan untuk melakukan perubahan strategi pembelajaran dan berinovatif, Penelitian ini dapat juga menjadi dasar bagi pengelola untuk dapat melakukan perubahan strategi pembelajaran yang inovatif pada saat pembelajaran daring.

Impact of Family Cohesion and Adaptability on Academic Burnout of Chinese College Students: Serial Mediation of Peer Support and Positive Psychological Capital

This study aimed to explore the association between the functioning of family environment (i.e., family cohesion and family adaptability) and academic burnout of Chinese college students as well as the mediating effects of the interpersonal resource (i.e., peer support) and intrapersonal resource [i.e., positive psychological capital (PsyCap)] in this relationship. A total of 1971 Chinese undergraduates were involved in an online questionnaire survey and data analysis. It was found that family cohesion and adaptability was negatively related to academic burnout. Mediation analyses demonstrated that family cohesion and adaptability did not directly affect academic burnout, but indirectly through increasing PsyCap (characterized by optimism, hope, resilience, and self-efficacy), and through enhancing peer support and then increasing PsyCap in serial. Meanwhile, the relationship between family cohesion and adaptability and academic burnout was not mediated by peer support alone. These findings highlight the family environment’s crucial role in youth mental health and positive development in the college context.