<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0169</journal-id>
<journal-title><![CDATA[Prohominum. Revista de Ciencias Sociales y Humanas]]></journal-title>
<abbrev-journal-title><![CDATA[Prohominum]]></abbrev-journal-title>
<issn>2665-0169</issn>
<publisher>
<publisher-name><![CDATA[A.C. Venezolana de Investigación Social en Pro de la Humanidad ACVENISPROH]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-01692024000300279</article-id>
<article-id pub-id-type="doi">10.47606/acven/ph0279</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Burnout académico en estudiantes universitarios: prevalencia y relación con el rendimiento académico]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic burnout in university students: prevalence and relationship with academic performance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cayambe Guzmán]]></surname>
<given-names><![CDATA[Daysi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gordon Torres]]></surname>
<given-names><![CDATA[Katherine Liseth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes]]></surname>
<given-names><![CDATA[Víctor Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lugo Bustillos]]></surname>
<given-names><![CDATA[Jelly Katherine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Bustillos]]></surname>
<given-names><![CDATA[Mervis Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Iberoamericana del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Iberoamericana del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Iberoamericana del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>6</volume>
<numero>3</numero>
<fpage>279</fpage>
<lpage>294</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-01692024000300279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-01692024000300279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-01692024000300279&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudio examinó la prevalencia y las características del burnout académico (BA) 200 estudiantes universitarios ecuatorianos, utilizando el marco de la escala Maslach Burnout Inventory-Student (MBI-SS). Se analizaron las tres dimensiones clave del BA: Agotamiento emocional (AG), cinismo (CIN) y eficacia académica (EFA). Se presentan y discuten descriptiva e inferencialmente los datos recolectados. Los hallazgos revelan niveles importantes BA entre la población estudiantil. El promedio de AG fue de 2.8±1.05 (nivel moderado) [nivel Alto (n: 50; 25%), Medio-alto (n: 64; 32%) y Medio-bajo (n: 60; 30%)], siendo la media superior a la observada para el CIN [2.1±1.16 (moderado) [niveles Alto (n: 44; 22%), Medio-alto (n: 60; 30%) y Medio-bajo (n: 65; 32.7%). El promedio para EFA fue de 4.9±1.22, propio de un nivel moderado. Se observó que la mayor de proporción se corresponde a los niveles Alto (n: 60; 30%), Medio-alto (n: 56; 28.3%) y Medio-bajo (n: 53; 26.4%). El nivel Muy alto de EFA exhibió solo un 5%; duplicando el porcentaje del nivel bajo (2.5%). No fue identificada una relación entre el BA y el RA (r: &gt; 0.05), sin embargo, se destaca la necesidad de diagnosticar sistemáticamente los niveles de BA, e incorporar variables contextuales para ampliar el marco de estudio. La moderada prevalencia del AG, el CIN y la EFA, requieren atención por parte de la institución educativa y los investigadores. Esto opera sobre todo en un sistema que ha privilegiado la educación virtual, la cual se aplica en estudiantes que además comparten su rol familiar y laboral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study examined the prevalence and characteristics of academic burnout (BA) in 200 Ecuadorian university students, using the Maslach Burnout Inventory-Student Scale (MBI-SS) framework. The three key dimensions of BA were analyzed: emotional exhaustion (EA), cynicism (CIN) and academic efficacy (EFA). The collected data are presented and discussed descriptively and inferentially. The findings reveal significant BA levels among the student population. The mean for GA was 2.8±1.05 (moderate level) [High (n: 50; 25%), Upper-Middle (n: 64; 32%) and Lower-Middle (n: 60; 30%) levels], with the mean being higher than that observed for CIN [2.1±1.16 (moderate) [High (n: 44; 22%), Upper-Middle (n: 60; 30%) and Lower-Middle (n: 65; 32.7%) levels. The mean for EFA was 4.9±1.22, typical of a moderate level. It was observed that the highest proportion corresponded to the High (n: 60; 30%), Medium-high (n: 56; 28.3%) and Medium-low (n: 53; 26.4%) levels. The Very high level of EFA exhibited only 5%; doubling the percentage of the low level (2.5%). A relationship between BA and AR was not identified (r: &gt; 0.05), however, it highlights the need to systematically diagnose BA levels and incorporate contextual variables to broaden the study framework. The moderate prevalence of GA, CIN and EFA requires attention on the part of the educational institution and researchers. This operates especially in a system that has privileged virtual education, which is applied to students who also share their family and work roles.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Burnout académico]]></kwd>
<kwd lng="es"><![CDATA[Eficacia académica]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[Emotional exhaustion]]></kwd>
<kwd lng="en"><![CDATA[Academic burnout]]></kwd>
<kwd lng="en"><![CDATA[Cynicism]]></kwd>
<kwd lng="en"><![CDATA[Academic efficacy]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
</kwd-group>
</article-meta>
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