Depresión, ansiedad, estrés y sindrome de Burnout en docentes universitarios
Abstract
El bienestar psicológico de los docentes universitarios se ha convertido en un tema de creciente interés debido a las exigencias académicas y emocionales que enfrentan en su entorno laboral. El objetivo del estudio fue analizar el efecto de la depresión, la ansiedad y el estrés sobre el síndrome de Burnout en docentes universitarios de la Universidad Estatal de Milagro, Universidad Técnica de Manabí y la Universidad Estatal del Sur de Manabí en Ecuador. Para ello se utilizó un enfoque cuantitativo, con diseño no experimental y transversal, empleando cuestionarios estandarizados (DASS-21 y MBI-SS) que demostraron alta consistencia interna. Los resultados confirmaron la interdependencia entre depresión, ansiedad, estrés y Burnout, subrayando la necesidad de intervenciones integrales para prevenir el agotamiento laboral y gestionar adecuadamente estos factores emocionales. Se concluye que la depresión, la ansiedad y el estrés influyen significativamente en el desarrollo del síndrome de Burnout en los docentes universitarios. Así mismo, se destacó la necesidad de abordar estos factores de manera integral, con el fin de mitigar los efectos del agotamiento laboral y promover un entorno educativo más saludable.
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Bianchi, R., y Schonfeld, I. S. (2018). Burnout‐depression overlap: Nomological network examination and factor‐analytic approach. Scandinavian Journal of Psychology, 59(5), 532-539. https://doi.org/10.1111/sjop.12460
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Cevallos, D. P., Moreira-Choez, J. S., Lamus, T. M., y Sánchez-Urdaneta, A. B. (2023). Psychosocial effects of COVID-19 in Ecuadorian university professors. Revista de Ciencias Sociales (Ve), XXIX(2), 15-31. https://doi.org/10.31876/rcs.v29i2.39960
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Hernández, R., Fernández, C., y Baptista, M. D. P. (2014). Metodología de la investigación. McGraw-Hill/ Interamericana Editores S.A. de C.V.
Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513-524. https://doi.org/10.1037/0003-066X.44.3.513
Janssen, M., Heerkens, Y., Kuijer, W., Van Der Heijden, B., y Engels, J. (2018). Effects of mindfulness-based stress reduction on employees’ mental health: A systematic review. PLoS ONE, 13(1), e0191332. https://doi.org/10.1371/journal.pone.0191332
Jarrett, M. A., y Ollendick, T. H. (2008). A conceptual review of the comorbidity of attention-deficit/hyperactivity disorder and anxiety: Implications for future research and practice. Clinical Psychology Review, 28(7), 1266-1280. https://doi.org/10.1016/J.CPR.2008.05.004
Jeon, L., Buettner, C. K., y Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53-69. https://doi.org/10.1080/10409289.2017.1341806
Jimmieson, N. L., Tucker, M. K., y Walsh, A. J. (2017). Interaction effects among multiple job demands: An examination of healthcare workers across different contexts. Anxiety, Stress, & Coping, 30(3), 317-332. https://doi.org/10.1080/10615806.2016.1229471
Koutsimani, P., Montgomery, A., Masoura, E., y Panagopoulou, E. (2021). Burnout and cognitive performance. International Journal of Environmental Research and Public Health, 18(4), 2145. https://doi.org/10.3390/ijerph18042145
Koutsimani, P., y Montgomery, A. (2022). Cognitive functioning in non-clinical burnout: Using cognitive tasks to disentangle the relationship in a three-wave longitudinal study. Frontiers in Psychiatry, 13, 978566. https://doi.org/10.3389/fpsyt.2022.978566
Kyrian, T., Nikolaesku, I., Stepanova, N., y Nenko, Y. (2020). Relationship between professional burnout of teachers of higher education institutions of Ukraine and their organizational, professional and socio-demographic characteristics. Revista Romaneasca Pentru Educatie Multidimensionala, 12(4), 268-288. https://doi.org/10.18662/rrem/12.4/345
Lazarus, R. S., y Folkman, S. (1986). Estrés y procesos cognitivos. Martínez Roca.
Levy, T., Kronenberg, S., Crosbie, J., y Schachar, R. J. (2020). Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms and suicidality in children: The mediating role of depression, irritability and anxiety symptoms. Journal of Affective Disorders, 265, 200-206. https://doi.org/10.1016/j.jad.2020.01.022
Lovibond, S. H., y Lovibond, P. F. (1995). Manual para las Escalas de Depresión, Ansiedad y Estrés. Psychology Foundation
Martínez, I. V., Chinchay, S. S., Zavala, A., y Luján-Vera, P. E. (2022). Síndrome de Burnout en los colaboradores de la Municipalidad Provincial de Sullana-Perú. Revista de Ciencias Sociales (Ve), XXVIII(3), 272-282. https://doi.org/10.31876/rcs.v28i3.38473
Martínez-López, J. Á., Lázaro-Pérez, C., Gómez-Galán, J., y Fernández-Martínez, M. D. M. (2020). Psychological impact of COVID-19 emergency on health professionals: Burnout incidence at the most critical period in Spain. Journal of Clinical Medicine, 9(9), 3029. https://doi.org/10.3390/JCM9093029
Martínez-Monteagudo, M. C., Inglés, C. J., Granados, L., Aparisi, D., y García-Fernández, J. M. (2019). Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers. Personality and Individual Differences, 142, 53-61. https://doi.org/10.1016/J.PAID.2019.01.036
Maslach, C., y Leiter, M. P. (2016). Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111. https://doi.org/10.1002/wps.20311
McLean, L., Abry, T., Taylor, M., Jimenez, M., y Granger, K. (2017). Teachers’ mental health and perceptions of school climate across the transition from training to teaching. Teaching and Teacher Education, 65, 230-240. https://doi.org/10.1016/j.tate.2017.03.018
Moreira-Choez, J. S., Lamus, T. M., Espinoza-Solís, E. J., y Castro-Castillo, G. J. (2023). Comparative analysis of psychological well-being and emotional education in graduate students. F1000Research, 12, 1403. https://doi.org/10.12688/f1000research.141849.1
Mychailyszyn, M. P., Mendez, J. L., y Kendall, P. C. (2010). School functioning in youth with and without anxiety disorders: Comparisons by diagnosis and comorbidity. School Psychology Review, 39(1), 106-121. https://doi.org/10.1080/02796015.2010.12087793
Neveu, J.-P. (2007). Jailed resources: conservation of resources theory as applied to burnout among prison guards. Journal of Organizational Behavior, 28(1), 21-42. https://doi.org/10.1002/JOB.393
Oberg, G., Carroll, A., y Macmahon, S. (2023). Compassion fatigue and secondary traumatic stress in teachers: How they contribute to burnout and how they are related to trauma-awareness. Frontiers in Education, 8, 1128618. https://doi.org/10.3389/feduc.2023.1128618
Othman, N., Ahmad, F., El Morr, C., y Ritvo, P. (2019). Perceived impact of contextual determinants on depression, anxiety and stress: A survey with university students. International Journal of Mental Health Systems, 13, 17. https://doi.org/10.1186/s13033-019-0275-x
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Published
2025-08-26
How to Cite
Echeverría-Caicedo, K. P., Salazar-Echeagaray, M. E., Salazar-Echeagaray, J. E., & Cevallos-Zambrano, D. P. (2025). Depresión, ansiedad, estrés y sindrome de Burnout en docentes universitarios. Revista De Ciencias Sociales, 31(3), 415-430. https://doi.org/10.31876/rcs.v31i3.44292
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