Wypalenie akademickie i depresja: moderująca rola samooceny i cech autystycznych
DOI:
https://doi.org/10.34813/27coll2026Słowa kluczowe:
wypalenie akademickie, szkolnictwo wyższe, depresja, cechy autystyczne, samoocenaAbstrakt
Wypalenie akademickie może stanowić czynnik ryzyka zaburzeń zdrowia psychicznego, w szczególności depresji, wśród osób uczących się na poziomie szkolnictwa średniego i wyższego. Samoocena, ze względu na swoją regulacyjną rolę, może pełnić funkcję mediującą lub moderującą między osobistymi zasobami jednostki a jej zdrowiem psychicznym oraz satysfakcjonującym funkcjonowaniem. Ponieważ w ostatnim czasie zaobserwowano wzrastającą częstość występowania zaburzeń ze spektrum autyzmu wśród uczniów szkół i studentów, czynnik ten może być również silnie związany ze zdrowiem psychicznym uczniów. W badaniu oceniono moderacyjną rolę samooceny oraz cech ze spektrum autyzmu, które nie spełniają jeszcze pełnych kryteriów diagnostycznych, a obejmują jedynie mniej wyraźne trudności w komunikacji i interakcjach społecznych. Badanie przeprowadzono w grupie 252 polskich studentów, którzy wypełnili polskie wersje następujących kwestionariuszy: Oldenburski Kwestionariusz Wypalenia – wersja dla studentów, Inwentarz Objawów Depresji Becka (BDI-I), Skala Samooceny Rosenberga oraz Kwestionariusz AQ-10. Wyniki badania wskazują, że niska samoocena oraz bardziej nasilone cechy autystyczne są istotnymi psychologicznymi predyktorami depresji i wypalenia akademickiego wśród studentów, wskazując na potencjalne cele interwencji. W szczególności interwencje mogą przynieść korzyści z zastosowania strategii mających na celu poprawę ogólnej samooceny, a także treningu społecznego skoncentrowanego na redukcji cech autystycznych.
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Prawa autorskie (c) 2026 Dominik Strzelecki, Joanna Kossewska
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Użycie niekomercyjne – Bez utworów zależnych 4.0 Międzynarodowe.
