Abstract
Four decades have passed, and burnout is still commonly linked to professionals with extremely demanding roles. However, it is argued that burnout is not solely job-related since chronic stress, an apparent predictor of burnout, is not restricted to demanding jobs and work environments. For instance, students are susceptible to burnout and its corresponding psychological issues, given the nature and requirements fused into every student's academic journey. This rationale paved the way for the development of tests for students' burnout. The Copenhagen Burnout Inventory-Student version (CBI-S) is a standardized scale validated in various contexts as an alternative measurement that addresses the limitations of other well-established burnout measures. The present study aims to validate the English version of the CBI-S using exploratory factor analysis (EFA) in Filipino college students. This is to determine whether the initial four-factor structure established by previous scholars applies to the Filipino context. The data was gathered from 310 randomly selected college students. The findings support a three-factor solution for studies-related burnout (SRB), classmates-related burnout (CRB), and instructor-related burnout (IRB), which is different from the findings of previous studies since the present analysis integrated personal burnout (PB) and SRB as one factor pertinent to academic burnout. The results contribute significantly to the existing evidence about the CBI-S’ psychometric and cross-cultural validity in the Filipino context, especially to the number of factors it has. These results can be used to improve further or develop a standardized scale that will precisely measure burnout among Filipino students using further research.
