TY - JOUR
T1 - Effect of emotional exhaustion on satisfaction with studies and academic procrastination among Peruvian university students
AU - Carranza Esteban, Renzo Felipe
AU - Mamani-Benito, Oscar
AU - Castillo-Blanco, Ronald
AU - Caycho-Rodríguez, Tomás
AU - Villafuerte de la Cruz, Avelino Sebastián
AU - Dávila Villavicencio, Roussel
N1 - Publisher Copyright:
Copyright © 2023 Carranza Esteban, Mamani-Benito, Castillo-Blanco, Caycho-Rodríguez, Villafuerte de la Cruz and Dávila Villavicencio.
PY - 2023
Y1 - 2023
N2 - Objective: To examine the effect of emotional exhaustion on satisfaction with studies and academic procrastination among Peruvian university students. Methods: An explanatory study was conducted with 1,011 Peruvian university students (60.2% women and 39.8% men). The Brief Satisfaction with Studies Scale (EBSE), Emotional Exhaustion Scale (ECE), and the Academic Procrastination Scale (EPA) were used to measure the variables. Results: The results revealed that the explanatory model had an acceptable fit, χ2(1) = 7.7, p = 0.006, CFI = 0.982, RMSEA = 0.081, SRMR = 0.021. These findings provide evidence that emotional exhaustion negatively affects satisfaction with studies (β = −0.30, p < 0.001) and positively influences academic procrastination (β = 0.15, p < 0.001). Conclusion: Emotional exhaustion is decisive in satisfaction with studies and academic procrastination.
AB - Objective: To examine the effect of emotional exhaustion on satisfaction with studies and academic procrastination among Peruvian university students. Methods: An explanatory study was conducted with 1,011 Peruvian university students (60.2% women and 39.8% men). The Brief Satisfaction with Studies Scale (EBSE), Emotional Exhaustion Scale (ECE), and the Academic Procrastination Scale (EPA) were used to measure the variables. Results: The results revealed that the explanatory model had an acceptable fit, χ2(1) = 7.7, p = 0.006, CFI = 0.982, RMSEA = 0.081, SRMR = 0.021. These findings provide evidence that emotional exhaustion negatively affects satisfaction with studies (β = −0.30, p < 0.001) and positively influences academic procrastination (β = 0.15, p < 0.001). Conclusion: Emotional exhaustion is decisive in satisfaction with studies and academic procrastination.
KW - Academic procrastination
KW - Emotional exhaustion
KW - Peru
KW - Satisfaction with studies
KW - University students
UR - http://www.scopus.com/inward/record.url?scp=85171335018&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/5b15567a-7651-3708-8e8b-65f35b457392/
U2 - 10.3389/feduc.2023.1015638
DO - 10.3389/feduc.2023.1015638
M3 - Artículo de revista
AN - SCOPUS:85171335018
SN - 2504-284X
VL - 8
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 1015638
ER -
