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dc.contributor.authorBresó Esteve, Edgar
dc.contributor.authorSchaufeli, Wilmar
dc.contributor.authorSalanova, Marisa
dc.date.accessioned2012-05-20T10:40:48Z
dc.date.available2012-05-20T10:40:48Z
dc.date.issued2011-04
dc.identifier.citationHigher education (April 2011), vol. 61, no. 4, 339-355ca_CA
dc.identifier.issn0018-1560
dc.identifier.issn1573-174X
dc.identifier.urihttp://hdl.handle.net/10234/38100
dc.description.abstractUsing the Social Cognitive Theory as a theoretical framework, this study evaluated a 4-month, individual cognitive-behavioral intervention program to decrease burnout and increase self-efficacy, engagement, and performance among university students. The main objective of the intervention was to decrease the anxiety the students coped with before exams in order to increase their beliefs of self-efficacy. Besides the study group intervened, two control groups were involved (i.e., a ‘‘stressed’’ control group and a ‘‘healthy’’ control group). All 3 groups filled out a questionnaire before the intervention and then again 6 months later (2 months after the intervention was completed). The results show that self-efficacy, engagement and performance increased in the intervened group when compared to both control groups. Regarding burnout, decreases were noted in both the intervened and stressed control groups but not in the healthy control group. The implications of the study are discussed, together with its limitations and suggestions for future researchca_CA
dc.format.extent17 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.language.isoengca_CA
dc.publisherSpringer Verlag (Germany)ca_CA
dc.relation.isFormatOfVersió post-print del document publicat a: http://www.springerlink.com/content/u64np3xh2527731p/ca_CA
dc.rights© Springer Verlag (Germany)ca_CA
dc.subjectSelf-efficacyca_CA
dc.subjectBurnoutca_CA
dc.subjectEngagementca_CA
dc.subjectInterventionca_CA
dc.subject.lcshSelf-efficacyca_CA
dc.subject.lcshAcademic achievementca_CA
dc.subject.otherAutoeficàciaca_CA
dc.subject.otherRendiment escolarca_CA
dc.titleCan a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance?: a quasi-experimental studyca_CA
dc.typeinfo:eu-repo/semantics/articleca_CA
dc.identifier.doihttp://dx.doi.org/10.1007/s10734-010-9334-6
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_CA
dc.relation.publisherVersionhttp://link.springer.com/article/10.1007/s10734-010-9334-6


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