Assessing the impact of COVID-19 on social work students. Burnout and resilience during a global pandemic.

Autor/inn/en	Keesler, John M.; Wilkerson, David; White, Kurt
Titel	Assessing the impact of COVID-19 on social work students. Burnout and resilience during a global pandemic.
Quelle	In: Advances in social work, 22 (2022) 3, S. 1024-1045 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2331-4125
DOI	10.18060/26394
Schlagwörter	Burnout-Syndrom; Resilienz; Hausunterricht; COVID-19; Pandemie; Studium; E-Learning; Soziale Arbeit; Innovation; Krise; Rahmenbedingung; Student; USA
Abstract	COVID-19 had a profound impact on teaching and learning at academic institutions across the globe. This study examined the experiences of social work students (n = 884) during the pandemic and their associated level of burnout. Using a mixed methods approach, data from an online survey within a school of social work at a large Midwestern university were examined using stepwise regression and thematic analysis. Student demographics, academic characteristics, and experiences with COVID-19 were examined as predictors of burnout. Resilience was tested as a moderator of the association between COVID-19 experiences and burnout. Regression models accounted for 34.3% to 45.5% of variance across three domains of burnout (i.e., exhaustion, cynicism, and professional/academic efficacy), with COVID-related experiences accounting for most of the variance. Although resilience had a significant main effect, the interactions of resilience and COVID-19 experiences were not significant. Quantitative results were illuminated by thematic analysis of the qualitative data from which emerged four major themes: online teaching pedagogy, impact of COVID-19, transition of teaching and learning, and affective domains of learning. Engaging in humanistic education is discussed as a possible approach to circumvent burnout, bolster student resilience, and encourage academic success.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2024/1