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Avargues Navarro, María Luisa; Borda Mas, Mercedes; López Jiménez, Ana María

Working Conditions, Burnout and Stress Symptoms in University Professors: Validating
a Structural Model of the Mediating Effect of Perceived Personal Competence
The Spanish Journal of Psychology, Vol. 13, Núm. 1, mayo-sin mes, 2010, pp. 284-296
Universidad Complutense de Madrid
España

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The Spanish Journal of Psychology
ISSN (Versión impresa): 1138-7416
psyjour@sis.ucm.es
Universidad Complutense de Madrid
España

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The Spanish Journal of Psychology Copyright 2010 by The Spanish Journal of Psychology
2010, Vol. 13 No. 1, 284-296 ISSN 1138-7416

Working Conditions, Burnout and Stress Symptoms
in University Professors:
Validating a Structural Model of the Mediating
Effect of Perceived Personal Competence

María Luisa Avargues Navarro, Mercedes Borda Mas,
and Ana María López Jiménez
Universidad de Sevilla (Spain)

The purpose of this study has been to test, with a sample of 193 Professors of the University of Seville, a
structural model on the mediating role of personal perceived competence in the appearance of burnout
syndrome and stress symptoms under potentially stressful work conditions. The instruments used to evaluate
were a socio-demographic and work-related data questionnaire, The Maslach Burnout Inventory (M.B.I.),
The Labour Scale of Stress and the Magallanes Stress Scale. The model of strategy implementation and
LISREL 8.71 were used. The estimated model was adjusted satisfactorily, ascertaining the mediating effect
of perceived competence in the effect exerted by the work conditions studied on the depersonalization and
personal fulfillment, as well as in the appearance of stress symptoms. The effect on the emotional exhaustion
dimension was not confirmed. The latter also acted on the estimated model as a mediating variable, facilitating
the negative impact of stressors on emotional exhaustion, depersonalization and personal accomplishment.
Keywords: occupational stress, burnout, perceived personal competence, university professors.

El objetivo de este trabajo ha sido poner a prueba, en una muestra de 193 profesores de la Universidad de
Sevilla, un modelo estructural sobre el papel mediador de la competencia personal percibida en la aparición
del síndrome de burnout y la sintomatología de estrés ante condiciones de trabajo potencialmente estresantes.
Los instrumentos de evaluación fueron: un cuestionario de datos sociodemográficos y laborales elaborado
al efecto, la Escala Laboral de Estrés (ELE), el Maslach Burnout Inventory (MBI) y la Escala Magallanes de
Estrés (EMEST). Se utilizó la estrategia de “desarrollo del modelo” y el programa LISREL 8.71. El modelo
estimado se ajustó satisfactoriamente, constatándose el papel mediador de la competencia percibida en el
efecto ejercido por las condiciones de trabajo estresantes sobre la despersonalización y realización personal,
así como sobre la sintomatología de estrés. No se confirmó su efecto mediador sobre la dimensión cansancio
emocional. Esta última actuó también en el modelo estimado como variable mediadora, facilitando el impacto
negativo de los factores estresantes sobre despersonalización, realización personal y sintomatología de estrés.
Palabras clave: estrés laboral, burnout, competencia personal percibida, profesores de universidad.

Correspondence concerning this article should be addressed to María Luisa Avargues Navarro. Departamento de Personalidad,
Evaluación y Tratamiento Psicológicos. Universidad de Sevilla. Camilo José Cela s/n. 41018 Sevilla. (Spain). Phone: +34-954557806.
Fax: +34-954557807. E-mail: avargues@us.es.

284

OCCUPATIONAL STRESS AMONG UNIVERSITY PROFESSORS 285

Nowadays it can be said that empirical evidence achieve a given objective (expectation of the result), but
leads us to believe that work-related stress and burnout with one further component: the belief that one is capable
syndrome are frequent health problems for university of this (expectation of self-efficacy) (Rueda, Pérez &
faculty, and that the consequences of this have been dire Bermúdez, 2005).
(Dua, 1994; León & Avargues, 2007; Winefield & Jarrett, In this way, Wallston supports Albert Bandura’s (1977)
2001; Winefield, Gillespie, Stough, Dua & Hapuararchi, Theory of Self-efficacy, but while the two concepts overlap,
2003). In Spain, however, changes to the system of higher they refer to two markedly different phenomena. Within
education have piqued researchers’ interest in this subject: the concept of perceived control, we may distinguish
the creation of the European Space for Higher Education empirically between general beliefs about our world and
and changes to the normative framework that regulates the ourselves (perceived personal competence), and specific
professor/researcher profession. expectations within specific contexts (self-efficacy)
With this in mind, it is no surprise that the majority (Fernández-Castro & Edo, 1994). While self-efficacy is
of studies have been descriptive, and have focused a contextual expectation based on the extent to which
on analyzing the prevalence of these syndromes, their one believes they are capable of carrying out a particular
triggers and the influence of moderating variables that behavior in a particular moment, perceived competence is
are demographic and professional in nature (Caramés, a more general belief.
2001; Durán, Extremera & Rey, 2001; Gillespie, Walsh, The thesis proposed in the present study is that
Winefield, Dua & Stough, 2001; Guerrero, 2003; Hogan, perceived personal competence has a mediating effect
Carlson & Dua, 2002; León & Avargues, 2007; Viloria on the experience of occupational stress and burnout
& Paredes, 2002; Winefield et al., 2003). However, there syndrome. This is not to be confused with the assumption
has been scarcely any study of the influence of personal that people with a high level of perceived personal
moderating variables (coping strategies, locus of control, competence will experience less stress and, consequently,
perceived efficacy, optimism, feelings of competence, less burnout syndrome, than those with less perceived
etc.), which could either facilitate or inhibit the experience personal competence, when faced with a potentially
of stress and burnout syndrome in this population (Leung, stressful situation (e.g., Fernández-Castro, Álvarez,
Siu & Spector, 2000; Hetty van Hemmerk, 2002; Otero, Blasco, Doval & Sanz, 1998; Martínez, Fernández-Castro
Santiago & Castro, 2008; Paulik, 2001; Salanova, Cifre, & Aparicio, 2004), or certain stress-generating situations
Grau & Martinez, 2005; Taris, Schreurs & Van Iersel-Van (e.g., Fernández-Castro, Martínez-Sánchez & Ortiz,
Silfhourt, 2001). For a more thorough review of the main 1999). On another note, a positive correlation has been
findings of research in this area, please consult Avargues observed between perceived personal competence and
(2006). the personal fulfillment dimension of burnout syndrome.
Due to the fact that changing the university system is Meanwhile, a negative correlation has been found between
no easy task, it is necessary to deepen our study of the perceived personal competence and the dimensions that
personal variables that may mediate the appearance of comprise the “core of burnout” (emotional exhaustion
stress and burnout syndrome. Specifically, the academic and depersonalization) (Gil-Monte & Peiró, 1999; Lee &
model that is being installed is based on the development Ashforth, 1996). Following Fernández-Castro’s (1999) line
of new competencies. The authors of this study have of thought for a moment, consider that elevated feelings
come to understand that the study of perceived personal of personal competence could facilitate the formation of
competence among university faculty, and its mediating high expectations of self-efficacy and the development of
effect on the experience of stress and burnout syndrome, active coping strategies, which are negatively correlated
is amply justified. With this in mind, the results obtained with experiencing stress. This may be particularly true
could be useful in forming programs for the prevention when people are in new situations with which they lack
and treatment of stress syndromes in this population. direct, personal experience. Take, for example, the
In the present study, Wallston’s (1992) concept of situation at hand in our university system, a consequence
personal competence has been utilized in lieu of the of the process of joining the European Space for Higher
Internal Locus of Control concept. Perceived personal Education.
competence is understood as a general belief about the It is also worth noting the contributions of Gil-Monte,
extent to which one is capable of achieving his or her Peiró and Valcárcel (1998) about the etiology, process
desired goals or objectives (this differs from the Locus and consequences of burnout syndrome, and an emphasis
of Control, which is limited to causal beliefs about on reciprocity, or transaction. The relationship between
the relationship between actions and results, and does experiencing stress (because of mental overload, under-
not incorporate the concept of personal efficacy). This load, conflict of role or role ambiguity) and its consequences
belief implicitly includes the notion of Internal Locus (stress symptoms, health problems) may be mediated by the
of Control, the belief that with a given action, we may onset of burnout syndrome (stress response). Still, whether

286 AVARGUES NAVARRO, BORDA MAS, AND LÓPEZ JIMÉNEZ

or not the syndrome appears is determined by one’s way of The object of this study is to test the structural,
coping with stressful situations. The effectiveness of one’s theoretical model proposed by the authors, of the
coping depends on certain personal, cognitive variables mediating effect of perceived personal competence on the
related to professional performance, such as feelings of manifestation of burnout syndrome and stress reactions
perceived personal competence. Therefore, perceived or symptoms in university faculty (see Figure 1). This
personal competence may mediate stress by inhibiting the model has been constructed according to the contributions
onset of burnout syndrome and other consequences of stress. of authors such as Dorman (2003), Fernández-Castro
Also note that feelings of competence may vary as (1999), Gil-Monte & Peiró (1999), Gil-Monte et al. (1998),
a function of the working conditions to which people Grau, LLorens, Burriel, Salanova & Agut (2004), Lee &
are exposed. Ergo, there are professional situations that Ashforth (1996), Rueda et al. (2003), Salanova, Cifre et
facilitate the development of competence and others al. (2005), and Salanova, Martínez et al. (2005), among
that debilitate it, producing a crisis in one’s feelings of others. The majority of their contributions, however,
efficacy and making way for the appearance of burnout have either referred to samples of non-faculty or of non-
syndrome (Salanova, Martínez & Lorente, 2005). It is to university teachers.
be expected, then, that perceived personal competence As Figure 1 conveys, in the model proposed, perceived
modulates the negative effects that stressful situations personal competence would exercise a mediating role on
may have on working people (since it directly, negatively the relationship between stressful working conditions and
affects the emotional exhaustion and depersonalization the appearance of burnout syndrome and stress symptoms.
dimensions, and also directly, positively impacts feelings In other words, stress resulting from working conditions
of personal fulfillment). However, perceived personal would influence all three dimensions of the syndrome,
competence may also be directly, negatively affected while indirectly influencing the professors’ stress through
by situations that generate stress, such that it adopts a perceived personal competence. Perceived personal
mediating role between stressful situations and the onset competence would directly and negatively affect the
of burnout syndrome. emotional exhaustion and depersonalization dimensions,

Figure 1. Proposed Theoretical Model of the Mediating Effect of Perceived Personal Competence on the Onset of Burnout Syndrome
in the Context of Occupational Stress.


and would directly and positively affect the personal clusters within the population, 63% PDI and 37% PAS,
fulfillment dimension of work. according to data reported by the Annual Statistical Guide
Regarding stressful working conditions, they would to the US (2003/4).
have a direct and positive effect on the emotional exhaustion In the study presented here, the sample was comprised
dimension of burnout syndrome. The model predicts of the 193 participants in the PDI group, of which 127
that professional overload would be the most significant were men (65.8%) and 66 were women (34.2%). Those
antecedent to the emotional exhaustion dimension, while percentages do not vary significantly from the population
role ambiguity would directly and negatively affect the either, considering that 68.6% are men and 31.4% are
personal fulfillment dimension of burnout syndrome. women. Participants ranged in age from 24 to 69 years old,
Furthermore, these factors would influence the levels of with a mean of 40.9 years old (SD = 10.5).
perceived personal competence directly and negatively.
On another note, as for the onset of burnout syndrome, Instruments
according to the model, the emotional exhaustion dimension
should directly, positively affect the depersonalization
The instruments used to evaluate were:
dimension. Equally so, the personal fulfillment dimension
• Sociodemographic and Occupational Data
should directly, negatively affect the depersonalization
Questionnaire. It consists of 10 questions, five
dimension.
that are sociodemographic in nature, four about
Last, we suggest that the emotional exhaustion
occupational characteristics and one that asks for
dimension will directly, positively affect the presence of
an eight-digit code that would ensure participants’
indicators and symptoms of stress.
anonymity (See Table 1).
• Occupational Stress Scale (ELE) (Fernández
Methods
Ríos, 1995). We used a version of this scale that
was revised and adapted by León & Avargues
Participants (2004). The scale evaluates potentially stressful
aspects of occupational activities and the items
The present study forms part of a wider work of research
consist of 49 affirmative statements (see Table 2)
by Avargues (2006), conducted at the University of Seville
with seven response options ranging from “Totally
(the US from here on) that includes a sample of professors
false” to “Totally true.” In the initial scale, the
and research faculty (PDI from here on) and another
items are grouped into five subscales: occupational
sample of administration and service staff (PAS from here
overload (understood as having too much to do in
on). The sampling procedure employed was a multistage,
little time), conflict of role (this refers to demands
random cluster sampling, with random selection of the
sampling elements (Departments, Schools and Buildings). contrary to the wishes and responsibilities of the
Random route sampling was also used, as were personnel employee), overqualification (refers to one’s belief
quotas (proportionally fixed as a function of the group one that he or she is more qualified or capable than
belonged to, PDI or PAS, and sex) to determine the final what is required to perform one’s work) and last,
elements included, or people interviewed. incompetence (or feeling incapable of successfully
In this study, 720 surveys were distributed and 315 carrying out one’s job). The subscale was revised to
were collected, all of which were valid. The response determine whether or not it could be used as a good
rate was 43.7%, higher than that of other, similar research measure of perceived personal competence. It was
studies conducted in Spain (Guerrero, 2003) and similar concluded that it could indeed be used as a general
to the rate reported in international studies (Dua, 1994; measure of that variable, so we used the scores
Winefield & Jarret, 2001). The sampling error was 4.9%, obtained on this subscale to measure perceived
with a confidence level of 95.5%, and the probability personal competence (e.g. Avargues, 2006).
of someone being surveyed presenting with burnout To test its construct validity (León & Avargues,
syndrome was .28. That probability was established by 2004), an exploratory factor analysis, a Principal
the 3rd European Working Conditions Survey, conducted Components Analysis, and a Varimax rotation were
in 2000 by the European Working Conditions Observatory performed. Of the factors obtained, eleven when
Foundation. the Kaiser criterion was applied, the first five were
The 315 surveys recovered and processed were from Fernández-Ríos’s scale (1995). Nevertheless,
stratified in the following way: 193 belonged to the PDI we retained a seventh factor we call lack of or
group and 122 belonged to the PAS group, 61.2% and scarcity of resources because it could be important
38.7%, respectively. Those percentages do not entail in the context of our study in which not only PDI
significant variance compared to the relative sizes of the are evaluated, but also PAS. The rest of the factors


Table 1
Description of the sample in terms of Sociodemographic and Occupational Variables (n = 193)
Sociodemographic and Occupational Variables Personnel Frequency %
Civil status Single 50 25.9
Married or living with a mate 128 66.3
Divorced or separated 11 5.7
Widowed 4 2.1

Do you have children? Yes 118 61.1
No 75 38.9

Number of children One 28 14.5
Two 49 25.4
Three or more 41 21.2

Occupational association State-employed faculty 115 59.6
University-employed faculty 78 40.4

University campus Health sciences 33.16
Social Sciences and Law 32.12
Hard sciences 33.68

Occupational Experience Years worked at the US Mean and SD Range
12.81 (9.39) (1-45)

were not included in the study because their content respectively. Also, this instrument has highly
overlapped with one of the other factors and/or they acceptable measures of convergent and discriminant
were measured by only one item. The explained construct validity.
variance for the final six factors was 50.86% and • Magallanes Stress Scale (EMEST). (García, Magaz
the KMO value (Kaiser-Meyer-Oldkin) was .84. & García, 1998). It consists of 15 elements, each
Those factors required six subscales from which of which refers to a “minor” functional alteration.
we obtained scores on the variables included in The person being evaluated reports how frequently
the model. Each item in the subscale was assigned this has occurred over the last two months, from
a factorial weight/value greater in absolute value 0 = “Never” to 3 = “Often”. Separately, none of
than .3. Table 2 displays the items comprising these alterations would indicate stress, but their
each subscale and their corresponding Cronbach’s accumulation combined with a high frequency
alpha coefficients. The score on each subscale was of occurrence could be interpreted as a sign that
computed by taking the arithmetic mean of the the individual is under stress. This test evaluates
scores obtained on each item in the subscale.
physiological alterations commonly accepted
• The Maslach Burnout Inventory (MBI) (Maslach &
as “stress reactions,” or symptoms of stress. The
Jackson, 1986). An adaptation of this by Seisdedos
test-retest correlation coefficient and Cronbach’s
in 1997 for TEA Editions was used. The measure
alpha coefficient were .75 and .82 for this scale.
consists of 22 closed response elements to estimate
Furthermore, tests of validity have obtained
the frequency, ranging from “Never” to “Everyday,”
with which one experiences certain feelings acceptable measurements (see García, Magaz &
and attitudes at work. These feelings coincide García, 1998).
with the three dimensions of occupational stress
syndrome for professionals who work directly with Procedure
people: emotional exhaustion, depersonalization
and decreased personal accomplishment. Their Six people were selected to administer the surveys:
reliability indices, according to their Cronbach’s four research scholarship students at the US, and two
alpha coefficients, were: .90, .79 and .71, research scholarship students at the National Center for


Table 2
Matrix of rotated components
Ol
(1)
RA
(2)
CR
(3)
C
(4)
Oq
(5)
LR
(6)

α=.902 α=.836 α=.859 α=.787 α=.654 α=.817
49. I would need more time in order to complete my assigned tasks .809
3. I have an excess of work .796
13. I should stay late at the office to finish all of my assigned work .789
8. I do not have enough time to do all the tasks demanded of me .767
42. I am sometimes assigned a lot of work to do in a limited time. .750
23. I am sometimes assigned a lot of tasks to do at once .720
33. The excess of work does not allow me any time to rest .713
18. I have enough time to finish all my work .692
46. Sometimes I have to bring work home to be able to finish all the tasks
.598
assigned me
34. I would need help from specialized personnel to efficiently complete
.460
some of my work
12. I have to do things one way that should be done differently and under
.413
different conditions
4. I have difficulty with the work I am assigned .380
19. I sometimes have to make a great effort to complete my work .360
6. I do not know the criteria by which I will be evaluated for a promotion
.737
or a raise
41. No one explains how my work will be evaluated .692
21. The objectives and goals of my work are unclear .668
1. I do not know what possibilities or opportunities there are for me to
.646
move ahead or ascend in the hierarchy
45. I do not have the necessary information about the objectives and
.632
results of my work
29. I do not know how to improve my achievement at work .545
11. I do not have information about how to develop my abilities in order
.502
to be successful at my job
16. I do not know what is expected of me in my work .481
26. I know exactly what is expected of me at work .389
35. I am sometimes asked to do things against my better judgment .802
32. I am sometimes asked to behave in a way at work that is against my
.723
moral judgment
37. I sometimes have to modify my behavior so that it is compatible with
.629
the demands of an individual or group
7. It sometimes happens that two or more people expect things of me that
.607
are contradictory
27. The things I do are smiled upon by some, but not by others .605
17. I sometimes find myself in situations in which contradictory behaviors
.603
are demanded of me
36. I sometimes receive orders from my supervisors that are not clear .598
31. I am not provided with the information I need to correctly do my job .470
2. I work with two or more groups that act very differently
14. In some circumstances, I do not think I am fully capable of doing .712
my job


Table 2 (Cont.)
Matrix of rotated components
Ol
(1) (2)
RA CR
(3)
C
(4) (5)
Oq (6) LR
α=.902 α=.836 α=.859 α=.787 α=.654 α=.817
40. When important problems arise at work, I know how to resolve them .639
efficiently
48. I complete the tasks I am assigned with great ease .604
47. I sometimes think I should have a lower-level job than the one I have .589
9. I sometimes do not know how to complete the tasks I must do .577
20. I think I am sufficiently qualified and capable to have a higher-level job -.576
39. I make mistakes easily while doing my work .500
24. I sometimes find myself worried about the specialization my job requires
.448
of me
43. In some circumstances, I need help to be able to complete my work .379
5. My abilities and knowledge base are much greater than what is required to
.658
perform my job
15. The work I do does not achieve any of my objectives or aspirations .635
44. The tasks I do are below my level of ability .530
10. I am sufficiently capable to be assigned a job with greater responsibility .510
25. I consider my job to be rather easy and monotonous .478
30. My job is in accordance with my personal values .461
28. I do not have the technical materials necessary to perform my job .718
22. The resources I have access to do not correspond to the level of
.698
responsibility that my job requires
38. I am not given the personnel resources necessary to perform my job .625
(1) Overload=Ol; (2) Role ambiguity=RA; (3) Conflict of role=CR; (4) Competence=C; (5) Overqualification=Oq; (6) Lack of
resources=LR.

Protections, which is both funded by and a branch of the Data Analysis
National Institute for Occupational Safety and Health.
The selection criteria were: having expressed a desire to The proposed model was estimated using LISREL
participate voluntarily and being prepared to administer 8.71. Maximum likelihood estimation was used. Although
psycho technical tests and to conduct interviews. They this method requires multivariate normality, it is also
were informed of the following: the survey’s objective, the very robust when the condition of normality is not met
population of interest to the study, the size and composition (Schemelleh, Moosbrugger & Müller, 2003).
of the sample, the sampling technique utilized, the The analysis strategy employed was the “Model
conditions under which the evaluation instruments would Development Strategy” (Jöreskg & Sörbom, 1993). This
calls for an initial, hypothetical model to be proposed, based
be applied, and how to treat any difficulties or incidences
on different theoretical contributions gleaned from other
that could arise during data collection. Each proctor
research on the subject. Next, that model was successively
was assigned a center where they would administer the
tweaked according to modification indices and the
survey, the random-route to be followed, and the number
significance of estimated coefficients. Direct effects that
of surveys they should administer according to a pre- were not found to be significant were eliminated. However,
established personnel quota. while modifying the model, we remembered the theoretical
When each participant was asked to join the study, they assumptions at its core and only made changes that could
were informed, on an individual basis, of the research be reconciled with those assumptions. This ensured not
objectives and the condition of anonymity. If the person only the model’s empirical validity, but its theoretical
in question accepted, he or she was then provided with the validity, too. The use of this strategy was justifiable given
evaluation instruments to be filled out and returned to the that we believe the theoretical contributions made to this
address indicated on the envelope. point are lacking in the population studied.


Results estimated. On a related note, the measurement model was
not included in the analysis because the ratio of number of
Table 3 displays the descriptive statistics and subjects to number of variables required would have been
correlations between the study’s variables. As we predicted, very small.
perceived personal competence was positively correlated The data’s fit to the estimated model was highly
with feelings of personal fulfillment and negatively with the satisfactory, as the measurements of goodness of fit show;
dimensions emotional exhaustion and depersonalization, these are included in Table 4.
as well as with stress symptoms. The correlations between Also, the proportion of explained variance for each
stress produced by working conditions and the perceived endogenous variable studied reaches, or nearly so, 25%
personal competence variable were also found to be in the majority of cases (see Table 5) such that at the
negative. individual level, the effect size is considered acceptable.
In accordance with the strategy used, the adjusted Generall speaking, the majority of the proposed
model is presented in Figure 2. The measures of error correlations in the theoretical model seem to be confirmed
were not included in the Figure although they, too, were in the estimated model, such that the mediating effect

Table 3
Descriptive Statistics and Correlations between Variables (N = 193)
Mean SD (1)
LR (2)
Ol (3)
CR (4)
Oq (5)
RA (6)
C (7)
CE (8)
D (9)
PF
(1)
LR 7.69 3.64
(2)
Ol 39.88 13.30 .32**
(3)
CR 44.5 14.83 .45** .47**
(4)
Oq 13.96 5.45 .26** -.02 .36**
(5)
RA 17.94 6.61 .28** .25** .55** .44**
(6)
C 34.52 6.09 -.17* -.53** -.47** -.24** -.42**
(7)
EE 18.38 10.03 .24** .58** .47** .22** .32** -.47**
(8)
D 5.06 4.62 .08 .23** .27** .19** .16* -.37** .41**
(9)
PF 36.83 7.23 -.02 -.20** -.16* -.21** -.21** .35** -.32** -.34**
(10)
SS 12.77 6.91 .17* .31** .32** .15* .18** -.26** .59** .15* -.28**
** p < .01 * p < .05
(1) Lack of resources=LR; (2) Overload=Ol; (3) Conflict of role=CR; (4) Overqualification=Oq; (5) Role ambiguity=RA; (6)
Competence=C; (7) Emotional exhaustion=EE; (8) Depersonalization=D; (9) Personal fulfillment=PF; (10) Stress symptoms=SS.

Table 4
Goodness of Fit Measures for the Structural Model
Absolute Fit Measures Incremental Fit Measures

Goodness of fit measures MFF Ji-squared Ji-squared RMSEA NFI NNFI CFI IFI

PDI 35.26 34.48 .0086 .96 1 1 1
Values Collected (p = .41; (p = .45; (p = .92; df = 34)
df = 34) df = 34)
Recommended values < .08 >.90 > .90 Approx. 1 Approx. 1

Table 5.
Proportion of Explained Variance for the Dependent Variables in the Structural Measurement Model
Emotional Personal Stress
Variables Competence Depersonalization
Exhaustion Fulfillment Symptoms
Explained Variance 38% 42% 23% 16% 35%


**p <.01; *p <.05

Figure 2. Structural model of perceived personal competence’s mediating effect on the appearance of burnout syndrome
within the context of occupational stress

of perceived personal competence on the appearance effects are those of overload on emotional exhaustion
of burnout syndrome can be confirmed (see Figure 2). (t = 7.82) and on perceived personal competence (t = -7.77),
Nevertheless, as we commented earlier, some direct and the direct effect of role ambiguity on competence
correlations were eliminated that were not found to be of (t = -5.06). Also note the effect of emotional exhaustion
significance (p ≥ .05; -2 ≤ t ≤ + 2). As such, the direct on stress symptoms (t = 9.99) and the effect of perceived
effect of perceived personal competence on emotional personal competence on personal fulfillment (t = 4.28).
exhaustion has not been confirmed, nor have the effets In light of the description of the direct effects presented
of conflict of role or overqualification on competence. in the estimated model (see Figure 2), and the indirect
Lack of resources and the direct effect of role ambiguity effects presented in Table 6, it may be said that in this study,
on personal fulfillment and emotional exhaustion were the mediating effect of perceived personal competence
also eliminated. In addition, the estimated model includes has been confirmed. Specifically, the estimated model
a new correlation not hypothesized on in the theoretical confirms this mediating effect on the experience of
model between the variable stress symptoms and personal feelings of fulfillment and of depersonalization. Along
fulfillment (see Figure 2). those lines, feelings of perceived personal competence
Furthermore, perceived personal competence is mediate the influence of the overload factor and the effect
significantly, negatively correlated with depersonalization of the role ambiguity factor on the dimensions of burnout
and is positively correlated with personal fulfillment. It syndrome. As for the levels of depersonalization taking
is also true that while emotional exhaustion positively place, the mediating effect of the competence variable is
influences depersonalization, personal fulfillment has a two-fold. First, it seems to be the only variable to mediate
negative impact on depersonalization. Last, we would like the effect of the factors mentioned above and second,
to highlight the positive influence of emotional exhaustion it mediates those factors together with the personal
on the onset of stress symptoms. The most significant direct fulfillment variable (see Figure 2).


Table 6
Matrix of Indirect, Total, Standardized Effects of the Exogenous Variables on the Endogenous Variables
Overload Conflict of role Overqualification Role Ambiguity
Depersonalization .26 ** .05* .05* .07**
Personal fulfillment .20** .02 .02* .09**
Stress symptoms .30 ** .11** .10* -.-
** p <.01,* p <.05

As for the statistical significance of the indirect effects, et al., 2004; Llorens et al., 2005; Salanova, Cifre et al.,
note that except for the indirect effect of conflict of role 2005; Salanova, Martínez et al., 2005), and by the results
on personal fulfillment (t = -1.91), the values obtained are of this study as well. For both occupational overload and
all significant (see Table 6). It is also worth noting that ambiguity, in addition to being an obstacle to adequately
like the direct effects, the indirect effect of occupational performing one’s job, these conditions are hard to change
overload on stress symptoms presents with the highest t in the context of a university. The transformations that are
values (t = 6.16). Also observe the t value obtained for the occurring as a consequence of the European Space for
effect of role ambiguity on personal fulfillment (t = -3.27) Higher Education, and legislative changes, have broadly
(see Table 6). affected the role of the instructor. For example, the
In view of this model (see Figure 2), we may deduce that creation of new job responsibilities and titles, changing
the correlation between stress produced by occupational salaries and a different system for employees to be
factors and the emotional exhaustion dimension is not promoted are not always clearly defined. Other studies
mediated by feelings of competence, as was hypothesized have demonstrated that people’s beliefs about personal
in the base, theoretical model (see Figure 1). On the competence are useful when it comes to coping with a
other hand, the mediating effect of perceived personal stressful situation that is potentially within one’s control.
competence and emotional exhaustion on personal Otherwise, the positive impact of those beliefs on one’s
fulfillment and depersonalization were, in fact, confirmed. wellbeing could be debilitated or could even become
As one might have expected, the emotional exhaustion harmful (Helgeson, 1992; Fernández-Castro et al., 1999).
dimension mediates the effects of the factors overload, On another note, it is not surprising that the only factors
found to negatively affect the competence variable were
conflict of role and over qualification on depersonalization,
conditions of overload and role ambiguity. Conflict of role
personal fulfillment and stress symptoms (see Figure 2).
and over qualification, on the other hand, are associated,
in this study and in others, primarily with the development
Discussion of emotional responses (Boada, Diego & Argulló, 2004;
Byrne, 1994; Gil-Monte & Peiró, 1999; González-Camino,
In the adjusted model, perceived personal competence Sáinz, Osca & Martínez, 2003; Lee & Ashforth, 1996; Gil-
acts as a mediator of the effects of overload and role Monte et al., 1998; Salanova, Martínez et al. 2005).
ambiguity, which agrees with the results of previous Similar to the findings of the present study, many other
research studies (Cifre, Llorens & Salanova, 2003; studies have reported no significant effect of perceived
Dorman, 2003; Gil-Monte & Peiró, 1999; Gil-Monte et personal competence on the emotional exhaustion
al., 1998; Grau et al., 2004; Llorens, García-Renedo & dimension (e.g. Dorman, 2003; Gil-Monte, 2005; Gil-
Salanova, 2005; Salanova, Cifre et al., 2005; Salanova, Monte et al., 1998). Nevertheless, other studies have
Martínez et al., 2005). Salanova, Cifre et al. (2005), for reported that effect as significant, but at a very low level
example, found that among university professors and (Gil-Monte & Peiró, 1999; Grau et al., 2004; Lee &
students, stressful organizational factors not only directly Ashfoth, 1996; Llorens et al., 2005; Salanova, Cifre et al.,
influence the development of the dimensions of burnout 2005; Salanova, Martínez et al., 2005). Similarly, speaking
syndrome, but they do so by means of perceived personal to the depersonalization dimension, the data reported
competence, which exercised a negative, or inhibitory follows the same pattern. In other words, in some studies,
effect, on the appearance of the syndrome. though not in the present one, no significant, direct effects
Also, factors such as working conditions (assessed in were found (Gil-Monte et al., 1998), while in others they
the present study) may weaken one’s feelings of personal were (Cherniss, 1993; Cifre et al., 2003; Grau et al., 2004;
competence. This fact, which Harrison (1983) elucidated Lee & Ashfoth, 1996; Llorens et al., 2005; Salanova,
previously in his model of social competence, has been Martínez et al., 2005; Thompson, Page & Cooper,
supported by the findings of more recent research (Grau 1993). It is certain that the data provided for those two


dimensions are inconclusive. However, if in the present on emotional exhaustion (Byrne, 1994; Lee & Ashforth,
study, perceived personal competence influences one’s 1996; Gil-Monte et al., 1998; Gil-Monte & Peiró, 1999;
level of depersonalization, but not emotional exhaustion, Salanova, Martínez et al. 2005). That is to say, occupational
this would make sense from the point of view that overload and conflict of role preferentially trigger an
depersonalization is an emotionally-based, maladaptive emotional response (which, remember, indicated the belief
coping strategy (emotional withdrawal). The data found that one has greater abilities than the job requires and
in other studies has demonstrated the correlation between therefore that the job’s tasks are boring and monotonous,
perceived personal competence and coping styles. In not being able to put into practice one’s other abilities).
this way, it may be concluded that perceived personal The data collected also coincides with the findings of
competence is positively associated with the use of the research that has considered as a stressor the very content
task-resolution-based style of coping, and is negatively of one’s work, such as the variety of abilities used, what
associated with the style of coping that involves an the tasks are, and the perceived significance of the work,
inadequate handling of one’s emotions (Rueda et al., among others (e.g., Boada et al, 2004; González-Camino
2003). To put it another way, one who feels competent et al., 2003; González, Ripoll, Caballer, Ferreres, Peiró &
may not avoid experiencing stress and even emotional Gil, 1998; Zurriaga, González, Ripoll & Caballer, 1998).
exhaustion, but it will nevertheless facilitate the ability to On the other hand, not having found direct effects of role
cope adaptively with that stress, as opposed to burning out. ambiguity on emotional exhaustion could be explained
The majority of authors seem to agree that, as the present by the data reported by other authors, which allows one
study’s estimated model describes, perceived personal to conclude that role ambiguity generates, above all,
competence positively influences the development of cognitive-aptitudinal responses (Gil-Monte et al. 1998;
feelings of personal fulfillment at work, highlighting this Schwab & Iwanicki, 1982).
dimension’s cognitive-aptitudinal nature (Dorman, 2003; Last, the fact that emotional exhaustion appears to
Gil-Monte, 2005; Gil-Monte & Peiró, 1999; Lee & Ashfoth, be the only variable that directly affects one’s level of
1996). In other words, perceiving oneself as having a high stress symptoms, in effect increasing them, supports the
level of personal competence will positively impact his or results of other studies on this subject that this dimension
her wellbeing and emotional adjustment, which has been is the only one directly responsible for the appearance of
demonstrated through scientific research (e.g., Rueda et stress symptoms (e.g. Boada et al., 2004; Gil-Monte et
al., 2003; Sanz & Villamarín, 1996; Smith & Wallston, al., 1998; Gil-Monte & Peiró, 1999). Furthermore, the
1992). Thus, it is important to develop preventative finding that occupational overload is the factor with the
measures, ways of promoting the development of this most significant effect was also reported in several other
type of belief. As we mentioned earlier, in this population, studies in this are.
feelings of competence stifle the negative impact of stress To conclude, this study has confirmed the important
from overload and role ambiguity on feelings of personal mediating role of perceived personal competence
fulfillment and inhibit depersonalization. on the onset of feelings of personal fulfillment and
Let us now shift the focus of this discussion to the depersonalization. Also, said feelings mediate the effects
role played by the emotional exhaustion dimension in of occupational overload and role ambiguity which, if
the estimated model. It can be said that this variable acts you recall, presented as the most significant. It has also
as a protagonist, it being the only dimension of burnout been confirmed that while perceived personal competence
syndrome affected directly by stress-generating working appears to diminish or inhibit the negative effect of
conditions. Furthermore, in the estimated model, it seems stressful occupational factors, the emotional exhaustion
to be the only mediating variable of the effects of overload, dimension facilitates those stress effects.
conflict of role and over qualification on the onset of Keeping in mind all that has been revealed, and with
stress symptoms. As we previously touched on, it also an eye to intervention, any program of intervention should
participates in the mediating effects that those factors address both organizational and personal spheres. First
exercise over the other two dimensions of the syndrome, and foremost, prioritize any actions that could favor
personal fulfillment and depersonalization. When it comes working conditions that reduce the production of stress,
to conflict of role and over qualification, it is the only primarily stress brought on by occupational overload and
mediating factor. role ambiguity. Second, techniques should be applied
These findings fall in line with the results of many to control not only cognitive, but also physiological
other research studies on burnout, confirming the direct responses to stress.
influence of occupational overload on one’s level of In closing, let us highlight possible limitations to
emotional exhaustion (e.g. Cifre et al., 2003; Cooper & the scope of the present study: a) the random sampling
Kelly, 1993; Dorman, 2003; Gil-Monte & Peiró, 1999; procedure employed. The number of participants was
Salanova, Cifre et al., 2005), as well as conflict of role only controlled in terms of working sector, campus and


sex (proportional fixing) b) the exclusive use of self-report Fernández-Castro, J., & Edo, S. (1994). ¿Cómo influye el control
measures and c) the omission of other personality variables percibido en el impacto que tienen las emociones sobre la
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Psicología del Trabajo y las Organizaciones, 21(1-2), 37-54. Accepted September 21, 2009

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