Open AccessAccounting student burnout and engagement: The role of major satisfaction in mitigating or enforcing functional and dysfunctional behavior
Author(s) -
Murad Abuaddous,
Ahmad Kalboneh,
Zakarya Ahmad Alatyat,
Sinan S. Abaddi
Publication year - 2021
Publication title -
management science letters
Language(s) - English
Resource type - Journals
eISSN - 1923-9343
pISSN - 1923-9335
DOI - 10.5267/j.msl.2021.1.005
Subject(s) - burnout , dysfunctional family , psychology , antecedent (behavioral psychology) , context (archaeology) , work engagement , scale (ratio) , student engagement , argument (complex analysis) , social psychology , job satisfaction , intervention (counseling) , applied psychology , work (physics) , clinical psychology , pedagogy , medicine , paleontology , mechanical engineering , physics , quantum mechanics , engineering , biology , psychiatry
This study begins by establishing the nature of the debatable relationship between student burnout and engagement in an accounting context and investigates the impact of student major satisfaction as an antecedent factor for accounting student burnout and engagement. Hence, a survey of 280 students was conducted using Maslash Burnout inventory-student survey, Utrecht Work Engagement Scale and the Academic Major Satisfaction Scale for Students. The results partially support the argument that student engagement is independent and is a distinct concept from burnout. Furthermore, student major satisfaction was found to significantly impact both concepts. The results can be important for an appropriate university intervention in mitigating or enforcing these behaviors.