Need for achievement, burnout, and intention to leave: Testing an occupational model in educational settings

This study investigated the links between need for achievement, burnout, and intention to leave one’s study program in undergraduate university students in order to assess the applicability of the occupational model of burnout to an educational context. A sample of 226 university students completed the personality research form need for achievement scale, the Maslach burnout inventory – student survey, and Weisberg’s intention to leave scale. Structural equation modeling indicated that need for achievement directly prevented each component of burnout (emotional exhaustion, cynicism, and reduced efficacy). Moreover, emotional exhaustion directly promoted cynicism, which in turn directly promoted reduced efficacy. Finally, cynicism and reduced efficacy directly promoted intention to leave. The findings suggest that the characteristics, antecedents, and consequences of study-related burnout are similar to those of work-related burnout.