Vol. 2 No. 1 (2026)
Articles

Individual and situational factors in explaining student burnout. An extension of job demands-resources theory through a configurational analysis.

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  • Cayetano Medina Molina,
  • Sierra Rey-Tienda,
  • Noemí Pérez-Macías,
  • Paloma Bilbao Calabuig
Cayetano Medina Molina
Centro Universitario San Isidoro
Sierra Rey-Tienda
Escuela Universitaria de Osuna
Noemí Pérez-Macías
Universidad Pontificia Comillas (ICADE)
Paloma Bilbao Calabuig
Universidad Pontificia Comillas (ICADE)

Published 2026-05-30

Keywords

  • Service-learning, job demands-resources theory, gender, qualitative comparative analysis, generic membership evaluation template

How to Cite

Medina Molina, C., Rey-Tienda, S., Pérez-Macías, N., & Bilbao Calabuig, P. (2026). Individual and situational factors in explaining student burnout. An extension of job demands-resources theory through a configurational analysis. JOINETECH, 2(1), 47-56. https://doi.org/10.65479/joinetech.37

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Abstract

Burnout is a widespread problem among population, but it is particularly relevant in the university setting. Due to the nature of university activity, it can be highly demanding and generate burnout, which tends to increase as students’ progress through their university studies. Since student gender and participation in a service-learning activity can interact with the demands and resources perceived by the student in explaining the level of burnout, this study uses a model that complements job demands-resources theory with individual and situational factors. To this end, after calibrating the information contained in 103 interviews using a generic membership evaluation template, qualitative comparative analysis is applied. The results show the uneven explanation that implies that students experience high burnout, as opposed to the explanation that they do not reach such high burnout. In explaining the perception of high burnout, participation in service-learning activities is irrelevant. Participation in a service-learning activity is highly relevant in explaining the perception of not experiencing high burnout. The results confirm that female university students share a tendency to report higher levels of burnout. Finally, in most explanatory terms, individual and situational factors do not interact, and in many cases, demands are the only component of job demands-resources theory that forms part of the solution.

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