Document Type
Dissertation
Degree
Doctor of Business Administration
Major
Business Administration
Date of Defense
11-12-2025
Graduate Advisor
John Meriac, PhD
Committee
Joseph Rottman, D.Sc.
Thomas Kozloski, PhD, CPA, CGMA
Abstract
This study examined links between learning environmental resources (i.e., social support and feedback environment), burnout, and student outcomes (i.e., satisfaction and academic performance) among 198 graduate healthcare students. The study also investigated whether Psychological Capital (PsyCap) moderated these relationships. Social support and feedback did not predict overall burnout, but both were significantly linked to the burnout dimensions, specifically: emotional exhaustion, depersonalization, and academic efficacy. PsyCap did not moderate most relationships, yet it was consistently associated with lower levels of burnout and higher satisfaction. One exception emerged—for social support and depersonalization, PsyCap served as a compensatory resource, where students with lower PsyCap benefited more from social support. Burnout dimensions were negatively related to satisfaction. Their associations with academic performance were mixed, suggesting different motivational and coping pathways. These results stress the need for a multidimensional approach to studying burnout and highlight PsyCap as a key resource for well-being and engagement in rigorous academic settings.
Recommended Citation
Rodriguez Moreno, Elisandra, "The Effects of Learning Environment Resources and PsyCap on Student Burnout and Outcomes" (2025). Dissertations. 1573.
https://irl.umsl.edu/dissertation/1573