Exploring the interplay of personality traits, academic burnout, and academic engagement in dental students
Jaehee Rho1, Gieun Nam2, Yongmin Shin3
1Department of Education, College of Educational Sciences, Yonsei University, Seoul, Korea.
Background:
This study aimed to investigate the relationship between personality traits, academic burnout, and academic engagement among dental students with emotion regulation as a mediating role. It sought to identify personality predictors within the HEXACO model and compare how these traits directly and indirectly affect students' academic engagement and burnout.
Methods:
The participants were 228 dental students from School of Dentistry. Data were collected using the HEXACO personality inventory, the Emotion Regulation Questionnaire (ERQ), the Maslach Burnout Inventory-Student Survey (MBI-SS), and the Korean Academic Engagement Inventory (KAEI). The study employed structural equation modeling to explore the direct and mediated relationships between personality traits, emotion regulation, academic burnout, and academic engagement.
Results:
The findings indicated that specific personality traits, notably Extraversion, directly and indirectly influence both academic burnout and engagement, with emotion regulation serving as a mediating factor. Extraversion affected engagement directly and indirectly through cognitive reappraisal. Moreover, the burnout model revealed that, besides Extraversion, Agreeableness and Openness to experience also had a direct impact on burnout, suggesting a broader range of personality traits influencing burnout compared to engagement.
Conclusions:
The study underscores the significant role of personality traits, particularly Extraversion, in determining academic burnout and engagement, with emotion regulation often playing a mediating role. The findings of this study indicate that personality traits can be approached in a distinct manner when developing strategies to mitigate burnout and increase engagement among dental students. These insights could inform targeted interventions aimed at improving academic engagement and performance.
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