Method: A total 169 students, enrolled in undergraduate courses at higher education institutions in public and private Brazilian located in the southeastern region, participated in this study. To identify the Burnout Syndrome we used the Maslach Burnout Inventory (MBI-SS). The social support was evaluated with the Scale of Satisfaction with Social Support (SSSS). We also conducted a demographic characterization of the sample. The instruments were completed through the internet. The reliability and validity of the instruments were estimated. To assess the effect of the social support and demographic variables on the burnout syndrome, a multivariate regression was performed using structural equation modeling (SEM).
Result: The mean age of participants was 21.6 (SD = 3.3) years, 64.5% were female and 59.2% were enrolled in private schools. The instruments’ factorial models presented an adequate adjustment to the sample (MBI-SS: Χ2/df=2.173, CFI=0.943; GFI=0.888; RMSEA=0.084; SSSS: Χ2/df=2.378, CFI=0.904; GFI=0.888; RMSEA=0.091). The scales’ reliability was adequate (MBI-SS: α=0.799-0.903; SSSS: α=0.653-0.799). The variables included in the model explained 33% of the variation of Burnout, with a significant contribution of the variables satisfaction with social support (SSSS) (β=-0.165, p=0.042), gender (β=-0.434, p=0.005), housing (β=0.326, p=0.050), student performance in the course (β=-0.520, p≤0.001) and the thought of quitting the course (β=0.617, p≤0.001).
Conclusion: The social support and demographic variables may play an important role in the burnout syndrome and, therefore, should be considered when implementing preventive, guidance and/or healing actions with college students.