LAUSR

Burnout seems to be present in students similarly to professionals from different sectors, with resilience being one of the variables whose emergence and maintenance have been studied. In this study, we explore the association between burnout and resilience in Teaching students, analyzing the development of burnout during academic advancement, and the existence of possible differences in burnout according to different levels of resilience. For this purpose, we used a sample of 1466 Teaching students from the Faculty of Educational Sciences of the University of Granada, aged between 17 and 57, of whom 310 were men and 1141 were women. Our results indicate a negative and significant relationship between burnout and resilience. Burnout levels increase significantly throughout the studies, from the beginning to the third year, with a decrease observed around the end of the fourth and last year of the degree. Also, participants’ higher levels of resilience are associated with lower levels of burnout. Our research is of great interest and helps to determine some patterns in the presence and functioning of burnout in students of educational sciences. This contributes to optimizing the prevention and intervention initiatives to be implemented.