The measurement of stress and burnout among university students : a thesis presented in partial fulfilment of the requirement for the degree of Master of Arts in Psychology at Massey University

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dc.contributor.authorCollins, David
dc.date.accessioned2015-03-12T03:40:51Z
dc.date.available2015-03-12T03:40:51Z
dc.date.issued1998
dc.description.abstractThis study examines stress and burnout in a university student population and focuses on the relationship between interpersonal and academic demands and perceived stress and burnout. The mediating roles of social support and life events on the demand-burnout relationship is also considered. Four measures were used in this study. The Student Stress Inventory was used as a stress measure and the Maslach Burnout Inventory was used to measure student burnout. The Student Life Events Questionnaire was used for the measurement of concurrent stressors that the student had experienced and the Multi-Dimensional Support Scale was used to identify levels of social support and by what source the support was provided. The results of this study suggest that a high level of social/academic problems in combination with low levels of support and interaction from lecturers leads to lower levels of personal accomplishment and higher levels of depersonalisation and emotional exhaustion. It was also concluded that high levels of social support from family and friends, and from other students leads to an increase in personal accomplishment and a decrease in depersonalisation and emotional exhaustion. The manner in which counselling services and academic departments can use these findings identify students at risk before problems reach serious proportions is also discussed.en_US
dc.identifier.urihttp://hdl.handle.net/10179/6351
dc.language.isoenen_US
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectCollege studentsen_US
dc.subjectMental healthen_US
dc.subjectNew Zealanden_US
dc.subjectBurn outen_US
dc.titleThe measurement of stress and burnout among university students : a thesis presented in partial fulfilment of the requirement for the degree of Master of Arts in Psychology at Massey Universityen_US
dc.typeThesisen_US
massey.contributor.authorCollins, Daviden_US
thesis.degree.disciplinePsychologyen_US
thesis.degree.grantorMassey Universityen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Arts (M. A.)en_US
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