Investigating the effect of learned meaninglessness on burnout in academicians

This study aims to explain the concept of learned meaninglessness and burnout in depth and to measure the effect of learned meaninglessness on burnout. In this context, the effects of learned meaninglessness and its sub-dimensions of meaninglessness and search for meaning on the concept of burnout and its sub-dimensions of emotional exhaustion, personal accomplishment and depersonalization were examined from the perspective of academic staff. The population of the study consists of academic staff working at Isparta University of Applied Sciences. The data needed to realize the purpose of the study were obtained by questionnaire method. In the questionnaire form, Learned Meaninglessness Scale, Burnout Scale and questions about the demographic characteristics of the participants were included. The questionnaire form was administered using face-to-face and online methods. Structural Equation Modeling was used to analyze the data. According to the findings of the study, learned meaninglessness positively affects burnout. In addition, the meaninglessness dimension positively affects emotional exhaustion and depersonalization dimensions and negatively affects personal accomplishment dimension. Meanwhile, the dimension of search for meaning positively affects the dimension of personal accomplishment, but does not significantly affect the dimensions of emotional exhaustion and depersonalization. As a result of the study, various suggestions were developed to reduce the learned meaninglessness and burnout levels of academic staff. It can be considered that the information provided by the study contributes to the literature and guides new research areas.