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Thought Leaders: Dr. Emily Nagoski and Dr. Amelia Nagoski

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Thought Leaders: Dr. Emily Nagoski and Dr. Amelia Nagoski

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During a Ted interview series, Dr. Emily and Dr. Amelia Nagoski discuss burnout and stress. The discussion provided insights into their own personal experience with stress and burnout, recommendations on how to bring up conversations about burnout to your manager, and creating a support system around you. The concept of the importance of this conversation revolved around the cure for burnout. Communal care and everyone working together to ensure individuals are doing okay. Connection and support are resources that I will highlight and include in my solution to ensure the aspect of communal care is at the forefront.

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Emily Nagoski and Amelia Nagoski: The cure for burnout (hint: it isn't self-care)

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You may be experiencing burnout and not even know it, say authors (and sisters) Emily and Amelia Nagoski. In an introspective and deeply relatable conversation, they detail three telltale signs that stress is getting the best of you -- and share actionable ways to feel safe in your own body when you're burning out.

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Academic Research: Engagement, boredom, and burnout among students: Basic need satisfaction matters more than personality traits

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Academic Research: Engagement, boredom, and burnout among students: Basic need satisfaction matters more than personality traits

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In this study, engagement, boredom, and burnout among students are examined. The research looks into basic satisfaction needs and if it impacts students’ personality in particular burnout. The study focuses on students and their well-being since students are like adults who work. Students partake in required activities and work in order to graduate. The concept of this study that is important to my issue is the findings on students who showcased burnout. These students were less likely to seek out support groups as they were more uncompromising which made them more likely to experience fatigue. In relation to my issue and solution, screeners and resources need to be widely available and accessible to all levels to encourage people to use those resources.

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Abstract

Drawing on the Five Factor Personality Model and Self-Determination Theory, the current study examines the relations between three different kinds of well-being - engagement, boredom, and burnout- and personality, and evaluates whether basic need satisfaction has an incremental contribution over personality in explaining these types of well-being. In a sample of 255 students we found that agreeableness and neuroticism were significantly related to each well-being dimension, whereas conscientiousness was only significantly related to engagement and to boredom, and extraversion being only significantly related to burnout. Need satisfaction significantly contributed to well-being, over and above personality. Results indicate that certain personality factors play a role in well-being, but that the fulfillment of the needs for autonomy, competence, and relatedness is of additional importance.

Introduction

Drawing on the Five-Factor Model of personality traits (FFM; McCrae & Costa, 2003) and Self-Determination Theory (SDT; Deci & Ryan, 2000), the present study examines whether personality traits and satisfaction of basic psychological needs are associated with three types of study-related well-being - engagement, boredom, and burnout-, and whether satisfaction of these needs explains students' well-being above and beyond stable personality traits. Although engagement, boredom, and burnout are explained to a certain degree by personality traits (e.g., Alarcon, Eschleman, & Bowling, 2009) and need satisfaction (e.g., Van den Broeck, Vansteenkiste, De Witte, & Lens, 2008a), there is virtually no research that considers personality traits and need satisfaction simultaneously in explaining these forms of well-being. A notable exception is a study by Andreassen, Hetland, and Pallesen (2010) that showed the incremental validity of need satisfaction over personality traits as far as workaholism is concerned.

Engagement, boredom, and burnout are usually examined among employees, but recently, research on students is starting to focus on these forms of well-being as well (e.g., Salanova, Schaufeli, Martínez, & Bresó, 2010). Like employees, students are involved in structured and compulsory activities (e.g., taking part in classes and doing projects) which are focused on specific goals (i.e., passing exams and graduating). Hence, students' activities can be seen as "work". Building on previous research on engagement and burnout among students (e.g., Hu and Schaufeli, 2009, Schaufeli et al., 2002), this study aims to provide insight into personality traits and motivational factors that may foster or thwart well-being. Specifically, it contributes to the literature in at least two ways. First, we provide a detailed analysis of personality traits correlates for the well-being components. Second, we analyze the incremental contribution of need satisfaction over personality measures. Such analyses will contribute to an explanatory model of well-being that focuses on traits, which are relatively stable (McCrae & Costa, 2003), and on psychological needs, that represent motivational dimensions that are influenced by the social environment (Deci & Ryan, 2000).

Section snippets

Well-being

Engagement, boredom, and burnout are three different forms of well-being. Engagement refers to a positive, affective state of mind that is characterized by high levels of energy, enthusiasm, and immersion in activities so that time flies by (Schaufeli, Bakker, & Salanova, 2006). Engagement is fostered by resources (e.g., high autonomy) and challenging demands (e.g., high levels of responsibility; Crawford, LePine, & Rich, 2010), and has positive consequences for students (high grades, Salanova

Personality

The FFM is currently the dominant paradigm in personality research (McCrae, 2009) and reflects five broad domains: neuroticism, extraversion, agreeableness, conscientiousness, and openness to experience. Neuroticism refers to an individual's tendency to experience distress and negative affect (Costa & McCrae, 1992). Individuals with low levels of neuroticism are likely to perceive themselves positively, to pursue self-concordant goals (i.e., values and interests; Judge, Bono, Erez, & Locke, 2005

Need satisfaction

In addition to personality traits, satisfaction of innate psychological needs is considered to be essential to students' development and well-being (Deci & Ryan, 2000). According to SDT (Deci & Ryan, 2000) individuals are active and growth-oriented by nature. They are inclined to fulfill their potential, meaning that they are oriented towards exploring the world, gathering knowledge, and actively pursuing challenges and interests (Van den Broeck, Vansteenkiste, & De Witte, 2008b). For this to

Participants

The research sample (N = 255), based on a non-probabilistic convenience sampling procedure, consisted of 212 females (83.1%) and 43 males (16.9%) after respondents with missing values were excluded (approximately 6%). The age of the respondents ranged from 20 to 46 years ( M = 21.74, SD = 2.42). The sample consisted of Romanian social and economic science college students in the third (94.6%) and fourth (4.6%) year of their studies (full time). The average number of hours per week spent on their

Preliminary analysis

Table 1 presents the correlation matrix of all research variables and the internal consistencies (Cronbach's alpha) of all scales. In order to reduce the risk for type I error the Bonferroni correction was used. Therefore, only correlations significant at p < .01 were considered significant.

To examine whether engagement, boredom, and burnout can be differentiated from each other, two confirmatory factor analyses (CFA's) were carried out using AMOS (Arbuckle, 2007). The analyses were performed on

Personality

The present study revealed that four out of five personality traits (i.e., neuroticism, extraversion, agreeableness, conscientiousness) are related to students' well-being. Openness to experience is not related to any well-being facet, possibly due to a selecting out process and a restriction in range of scores. It is plausible that students have high levels of openness to experience by the very nature of their intellectual pursuits. Attributes such as being curious and broad-minded might

Self-determination theory postulates that three basic psychological needs - need for autonomy, competence, and relatedness - drive our motivation. However, little is known about the sources of individual differences in basic psychological needs, and about its shared etiology with personality. Self-report data on basic psychological needs and five-factor personality traits were collected in a sample of 668 Croatian twins. Results indicate substantial heritability of basic psychological needs, while environmental influences were non-shared by family members. Three psychological needs substantially correlated with extraversion and neuroticism, and some need- specific overlaps were found with conscientiousness, openness, and agreeableness. Phenotypic overlap of the basic psychological needs with personality was mainly due to the common genetic effects, while their environmental influences were largely independent.

A la hora de predecir el éxito académico y adoptar una visión más amplia de los factores implicados, la personalidad y, recientemente, el compromiso académico han emergido como constructos relevantes. Este estudio examina la capacidad predictiva del Modelo de los Cinco Grandes (dominios y facetas, BFQ) en el rendimiento y compromiso académico, así como el papel mediador del compromiso en la relación entre personalidad y rendimiento. Los resultados obtenidos en una muestra de 611 adolescentes españoles muestran que (1) Responsabilidad (dominios y facetas) tiene efectos positivos directos e indirectos en el rendimiento académico a través del compromiso mientras (2) Apertura sólo muestra efectos indirectos y sus facetas presentan un patrón de efectos opuestos y desiguales. Estos resultados no varían por sexo y subrayan la importancia de examinar rasgos de personalidad más específicos que los definidos por las dimensiones básicas para aumentar la comprensión de las relaciones entre la personalidad y el rendimiento académico y, con ello, la capacidad de diseñar estrategias que lo incrementen.

In predicting academic success and adopting a broader view of the factors involved, personality and, recently, academic engagement have emerged as relevant constructs. This study examined the predictive ability of the Five-Factor Model (domains and facets; Big Five Questionnaire) for academic achievement and engagement (Spanish Version Student Utrecht Work Engagement Scale) and the mediating role of engagement in the relationship between personality and achievement. Results obtained in a sample of 611 Spanish adolescents show that (1) Conscientiousness (domains and facets) have positive direct and indirect effects on academic achievement through engagement and (2) Openness shows only indirect effects; its facets display a pattern of opposing, unequal effects. These results do not vary by sex and underline the importance of examining more specific personality traits than those defined by the basic dimensions to increase the understanding of the relationships between personality and academic achievement and, with it, the ability to design strategies to improve it.

Based on the Conservation of Resources theory (COR) and the Job Demands-Resources theory (JD-R), we propose a model in which intrinsic motivation mediates the relation between teacher's support and study-related well-being (engagement, burnout, and boredom). We tested the model in two different ways, with two different samples. 377 High School students and 322 University students completed questionnaires at the beginning (T1), the middle (T2), and at the end of the second semester (T3). The proposed model was fully supported by the cross-sectional analysis of data collected in the first wave. However, analysis of the longitudinal data revealed that, while intrinsic motivation mediated the relationship between teacher's support and student well-being in the high school sample, in the case of university students, intrinsic motivation mediated only the path from teacher's support to student burnout. The study shows that accumulation of resources across the semester predicts engagement at the end of the semester, and lack of resources predicts burnout and boredom among students. Also, increasing and encouraging supportive behaviors from the teachers in high school can positively impact study-related well-being.

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Engagement, boredom, and burnout among students: Basic need satisfaction matters more than personality traits

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Drawing on the Five Factor Personality Model and Self-Determination Theory, the current study examines the relations between three different kinds of well-being - engagement, boredom, and burnout- and personality, and evaluates whether basic need satisfaction has an incremental contribution over personality in explaining these types of well-being.

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Creative Project Inspiration: Burnout Test 

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Creative Project Inspiration: Burnout Test 

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An in-depth test for individuals who want to identify if they are experiencing or close to burnout. While this test is geared toward adults, it is a great example of the types of questions asked and results are given based on the answers. This test helped informed to of how questions are presented and will guide me to write my own but tailored towards children and adults. The evaluation included a summary and visuals providing a quick snapshot to recap information which allows the reader a quick way to digest the information present. This is a great feature that I will take into mind when creating my screener and results page.

Link to burnout test here:https://www.psychologytoday.com/ca/tests/career/burnout-test-non-service-fields

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You have 100 things to do by tomorrow. The pressure is mounting, expectations are high, and the phone won't stop ringing. Are you sailing along smoothly, or are you heading towards a meltdown? Burnout is on the rise in modern society due to increasing workloads, longer work hours, lack of sleep, and pressure to balance work, family and a social life. More and more workers are taking time off on stress leave...and you don't want to be next! Find out whether you are at risk with this burnout test.

If you work directly with the public (clients, patients, students, customers, etc.), or provide any kind of service, please use the burnout test for service fields.

Examine the following statements and indicate to what degree they apply to you. In order to receive the most accurate results, please answer each question as honestly as possible.

After finishing this test you will receive a FREE snapshot report with a summary evaluation and graph. You will then have the option to purchase the full results for $6.95

This test is intended for informational and entertainment purposes only. It is not a substitute for professional diagnosis or for the treatment of any health condition. If you would like to seek the advice of a licensed mental health professional you can search Psychology Today's directory here.

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You have 100 things to do by tomorrow. The pressure is mounting, expectations are high, and the phone won't stop ringing. Are you sailing along smoothly, or are you heading towards a meltdown? Burnout is on the rise in modern society due to increasing workloads, longer work hours, lack of sleep, and pressure to balance work, family and a social life.

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Creative Project Inspiration: Work From Home Guide 

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Creative Project Inspiration: Work From Home Guide 

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This Working From Home Guide focuses on recommendations and tips one can apply to set boundaries and manage one’s own mental health. This is an inspiration as it showcases visually and concisely important information on mental health and support. The viewer can quickly get all of the needed suggestions and apply them without being overwhelmed. There is also additional information for intensive care at the bottom if needed. The clear suggestions along with a direct callout to resources are what I plan on taking and incorporating into my resource.

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Partnership with National Alliance on Mental Illness

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Partnership with National Alliance on Mental Illness

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For my project, a possible organization I could partner with is the National Alliance on Mental Illness. In partnering with NAMI, the screener and resources I want to create can reach a wider audience and include a range of topics and support. The support includes a lot of their mental health services including guides to talk to children, support groups, finding mental health professionals, and educational programs. The partnership will also leverage NAMI’s advocacy efforts to increase awareness of mental health and burnout among children and adults.

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Learning for Justice provides resources for educators and students through a social and racial justice lens. They are geared toward collective action and equipping individuals to make a difference and take action. Learning for Justice offers free resources including webinars to foster well-being for everyone and the importance of mental health. They are initiating and engaging in conversations about self-care and the mental health of students. There are also practices and challenges being presented but also challenged by the organization. This leads to actionable strategies from organizations to individuals.

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Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that centers civic and political action education for everyone.

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Committee for Children is the non-profit behind Second Step. Second Step is an SEL program that provides children and adults with social-emotional learning. This correlates to problem-solving, asking for help, and mindfulness. For adults, SEL for Adults prioritizes educators' mental health through learnings that include managing stress and resilience and efficacy. Second Step provides the foundations and necessary skills to understand and regulate your mental well-being and emotions. In doing so, it allows children and adults to seek assistance and actionable strategies to support their mental wellbeing.

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Issue: Burnout and Mental Health Solution: Screener & Resources 

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Issue: Burnout and Mental Health Solution: Screener & Resources 

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For my Communication Challenge project, I am focusing on issues of mental health, burnout, and support for children and adults.

In developing a burnout and mental health conditions screener, individuals can proactively identify and address these issues earlier to prevent negative impacts. There will be resources and support listed at the end allowing individuals to get assistance immediately.