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The present study explored university students’ experience of stress, burnout and academic achievement expectations by analysing personal (i.e., sex) and contextual factors related to academic activity (i.e., type of institution, type of academic course and course attendance stage). The study included 1133 students, 238 (21%) reported being males and 888 (78.4%) females, attending health sciences, social sciences, and psychology courses from multiple public and private institutions in the Portuguese higher education system. The evaluation protocol comprised the following instruments: The Stress Questionnaire for Students, the Shirom-Melamed Burnout Measure, and the Academic Achievement Expectations. Data were analysed employing multilevel regression and poststratification models. Findings revealed moderate levels of stress, burnout and academic achievement expectations among students and consistent sex differences in stress and burnout. Study results showed multiple effects regarding contextual factors related to academic activity. Conclusions suggest considering personal and contextual factors to accurately characterise university students’ academic experience, which must be considered when implementing occupational intervention programs.

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Stress, Burnout and Academic Achievement Expectations in Students

  • 章节

  • 发表日期：

    2026年

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  • Vicente Costa,
  • Clara Simães,
  • A. Rui Gomes,
  • Humberto M. Carvalho,
  • Catarina Morais,
  • Liliana Fontes

摘要

The present study explored university students’ experience of stress, burnout and academic achievement expectations by analysing personal (i.e., sex) and contextual factors related to academic activity (i.e., type of institution, type of academic course and course attendance stage). The study included 1133 students, 238 (21%) reported being males and 888 (78.4%) females, attending health sciences, social sciences, and psychology courses from multiple public and private institutions in the Portuguese higher education system. The evaluation protocol comprised the following instruments: The Stress Questionnaire for Students, the Shirom-Melamed Burnout Measure, and the Academic Achievement Expectations. Data were analysed employing multilevel regression and poststratification models. Findings revealed moderate levels of stress, burnout and academic achievement expectations among students and consistent sex differences in stress and burnout. Study results showed multiple effects regarding contextual factors related to academic activity. Conclusions suggest considering personal and contextual factors to accurately characterise university students’ academic experience, which must be considered when implementing occupational intervention programs.