<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672021000200152</article-id>
<article-id pub-id-type="doi">10.23913/ride.v12i23.1092</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validación del Maslach Burnout Inventory en estudiantes universitarios de El Bajío mexicano]]></article-title>
<article-title xml:lang="en"><![CDATA[Validation of the Maslach Burnout Inventory in Mexican University Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Validação do Inventário de Burnout de Maslach em estudantes universitários do Bajío mexicano]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Banda Guzmán]]></surname>
<given-names><![CDATA[Judith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Robles Francia]]></surname>
<given-names><![CDATA[Víctor Hugo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lussier]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guanajuato  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Juárez Autónoma de Tabasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Springfield College  ]]></institution>
<addr-line><![CDATA[ Massachusetts]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000200152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000200152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000200152&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente trabajo fue validar la estructura dimensional del Maslach Burnout Inventory-Student Survey (MBI-SS). Asimismo, analizar si la puntuación de las tres subescalas del burnout académico es adecuada en comparación con las interpretaciones de la nota técnica NTP-73 del Instituto Nacional de Seguridad e Higiene en el Trabajo de España. Para detectar y monitorear el burnout es necesario contar con instrumentos de medición válidos, en este caso específicos para el área educativa. Para contribuir a este propósito, se aplicó el instrumento en 84 estudiantes de licenciatura de una universidad de El Bajío mexicano (N = 84; 52 % hombres, 48 % mujeres). Para el análisis de confiabilidad se utilizó el alfa de Cronbach y para la validez factorial se utilizó el índice Kaiser-Meyer-Olkin (KMO) y la prueba de esfericidad de Barlett. Se obtuvieron alfas de Cronbach de 0.856 para Agotamiento Emocional, 0.851 para Cinismo y 0.717 para Eficacia Académica y 58 % de varianza explicada. Los análisis factoriales confirmatorios de un solo grupo probaron el modelo de tres factores para la muestra compuesta, así como para tres muestras independientes. El análisis factorial posterior confirmó las tres dimensiones de Eficacia, Agotamiento Emocional y Cinismo. En conclusión, el análisis factorial apoya la validez en el uso del MBI-SS, y por lo tanto, un instrumento válido para evaluar el agotamiento estudiantil de la región de El Bajío mexicano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this work was to validate the dimensional structure of the Maslach Burnout Inventory-Student Survey (MBI-SS). Likewise, to analyze whether the score of the three subscales of academic burnout is adequate in comparison with the interpretations of the technical note NTP-73 of the National Institute of Safety and Hygiene at Work of Spain. To detect and monitor burnout, it is necessary to have valid measurement instruments, in this case specific for the educational area. To contribute to this purpose, the instrument was applied to 84 undergraduate students from a university in El Bajío, México (N = 84; 52 % men, 48 % women). Cronbach's alpha was used for the reliability analysis, and the Kaiser-Meyer-Olkin (KMO) index and Barlett's sphericity test were used for factor validity. Cronbach's alphas of 0.856 were obtained for Emotional Exhaustion, 0.851 for Cynicism and 0.717 for Academic Efficiency and 58% of explained variance. Single-group confirmatory factor analysis tested the three-factor model for the composite sample as well as for three independent samples. The subsequent factor analysis confirmed the three dimensions of Efficacy, Emotional Exhaustion and Cynicism. In conclusion, the factor analysis supports the validity in the use of the MBI-SS, and therefore, a valid instrument to evaluate student exhaustion in the Mexican Bajío region.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste trabalho foi validar a estrutura dimensional do Maslach Burnout Inventory-Student Survey (MBI-SS). Da mesma forma, analisar se a pontuação das três subescalas de burnout acadêmico é adequada em comparação com as interpretações da nota técnica NTP-73 do Instituto Nacional de Segurança e Higiene no Trabalho da Espanha. Para detectar e monitorar o burnout, é necessário ter instrumentos de medição válidos, neste caso específicos para a área educacional. Para contribuir com este propósito, o instrumento foi aplicado a 84 alunos de graduação de uma universidade em El Bajío, México (N = 84; 52% homens, 48% mulheres). O alfa de Cronbach foi usado para a análise de confiabilidade, e o índice de Kaiser-Meyer-Olkin (KMO) e o teste de esfericidade de Barlett foram usados para a validade fatorial. Alfas de Cronbach de 0,856 foram obtidos para Exaustão Emocional, 0,851 para Cinismo e 0,717 para Eficiência Acadêmica e 58% de variância explicada. As análises fatoriais confirmatórias de grupo único testaram o modelo de três fatores para a amostra composta, bem como para três amostras independentes. A análise fatorial subsequente confirmou as três dimensões de eficácia, exaustão emocional e cinismo. Em conclusão, a análise fatorial apóia a validade no uso do MBI-SS e, portanto, um instrumento válido para avaliar a exaustão dos alunos na região mexicana de Bajío.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[burnout académico]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[validez estructural]]></kwd>
<kwd lng="en"><![CDATA[academic burnout]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[structural validity]]></kwd>
<kwd lng="pt"><![CDATA[esgotamento acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[validade estrutural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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