COLLEGE LIFE AND BURNOUT: ASSESSING MENTAL HEALTH, ACADEMIC IMPACT AND LONG-TERM STRESS AMONG PHYSIOLOGY STUDENTS AT THE UNIVERSITY OF ARIZONA

Abstract

This thesis examines how students in the Physiology department at the University of Arizona both experience and cope with burnout compared to non-physiology majors. A literature review was chosen to identify and summarize findings that explore the physiological consequences of burnout and its related factors, as well as University of Arizona student wellness statistics and current resources. A retrospective qualitative survey was created and issued to students (n = 419) from various undergraduate level classes across the university. The survey contained questions collecting demographic information, self-reported mental health and academic impact assessments, and individualized scores generated for the three factors of burnout. The Maslach Burnout Inventory © license was obtained and reproduced to score student levels of burnout by its three core aspects: exhaustion, cynicism, and lack of professional efficacy. A one-tailed statistical analysis (t-test) was performed to determine if the results were significant. The study found that Physiology students (n = 219) did not experience measurably higher rates of burnout compared to other non-physiology students (n = 200), but that there were reported differences in general school-related attitudes by Physiology majors and other majors.