Academic burnout in higher education: a multimodal study of resting-state EEG microstate correlates beyond trait anxiety, depressive symptoms, and self-efficacy in Chinese undergraduates - Report - MDSpire
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Academic burnout in higher education: a multimodal study of resting-state EEG microstate correlates beyond trait anxiety, depressive symptoms, and self-efficacy in Chinese undergraduates
Clinical Report: Exploring the Relationship Between Academic Burnout and EEG Microstate Dynamics
Overview
This study investigates the association between academic burnout and resting-state EEG microstate dynamics in Chinese undergraduates. Findings indicate that higher academic burnout correlates with specific EEG microstate characteristics.
Background
Academic burnout is a significant concern in higher education, impacting students' mental health and academic performance. This research aims to clarify the associations between academic burnout and brain dynamics.
Data Highlights
Measure
Correlation
p-value
Trait Anxiety
0.539
< 0.001
Depressive Symptoms
0.526
< 0.001
General Self-Efficacy
-0.474
< 0.001
Microstate D Duration
-0.196
0.0049
Microstate C Occurrence
0.172
0.0081
Key Findings
Higher academic burnout is associated with increased trait anxiety and depressive symptoms.
Lower general self-efficacy correlates with higher academic burnout.
Shorter microstate D duration is linked to greater academic burnout.
Higher occurrence of microstate C is associated with increased burnout levels.
Microstate dynamics provide modest incremental information regarding academic burnout beyond psychological factors.
Clinical Implications
The findings indicate that EEG microstate dynamics may be associated with academic burnout.
Conclusion
This study highlights the relationship between academic burnout and brain dynamics.
Four-day treatment targeting the prefrontal cortex and cerebellum produced larger reductions in suicidal ideation scores than prefrontal stimulation alone in adolescents with major depressive disorder.
