KIARA VALESKA ESPÍN MONTEROERICK SEBASTIAN ZAMBRANO MORA2026-07-212026-07-212025-12https://repositorio.uees.edu.ec/handle/123456789/5296El burnout académico es un síndrome que afecta de manera emocional, cognitiva y conductual al bienestar de estudiantes universitarios y está compuesto por tres dimensiones: agotamiento, cinismo e ineficacia académica. Esto hace manifiesta la necesidad de un factor protector ante este síndrome. La flexibilidad psicológica es un candidato apto, al relacionarse con varios factores de la adaptabilidad humana como la resiliencia y la regulación emocional. Se define como el contacto pleno con el momento presente, sin defensas innecesarias, manteniendo un comportamiento en base a ciertos valores elegidos. La metodología de la investigación fue cuantitativa con un objetivo relacional, en la que se realizó una selección de muestreo por conveniencia. El objetivo general fue analizar la relación entre la flexibilidad psicológica y el burnout académico mediante la correlación entre estas. Siendo la hipótesis de esta investigación que la flexibilidad psicológica estuviera asociada negativamente con el burnout académico. Para este fin, se realizaron encuestas en línea a 304 estudiantes de grado (62% mujeres, edad promedio = 22.15), en las que se utilizaron el Multidimensional Psychological Flexibility Inventory para medir la flexibilidad psicológica y el Maslach Burnout Inventory - Student Survey para medir el burnout académico. No se encontró una correlación significativa entre el burnout promedio y la flexibilidad psicológica (r = .042, p = .478). Pero sí se hallaron relaciones significativas de flexibilidad psicológica con dimensiones del burnout: una correlación positiva con el agotamiento (rho = .170, p = .004) y una correlación negativa con el cinismo y la ineficacia académica (rho = -.176, p = .003).Academic burnout is a syndrome that affects the emotional, cognitive, and behavioral well-being of university students and consists of three dimensions: exhaustion, cynicism, and academic ineffectiveness. This highlights the need for a protective factor against this syndrome. Psychological flexibility is a suitable candidate, as it is related to several factors of human adaptability, such as resilience and emotional regulation. It is defined as being in total contact with the present moment, without unnecessary defenses, maintaining behavior based on a specific set of chosen values. The research methodology was quantitative with a relational objective, in which convenience sampling was used to select participants. The general objective was to analyze the relationship between psychological flexibility and academic burnout by determining the correlation between the two. The research hypothesis was that psychological flexibility was negatively associated with academic burnout. To this end, online surveys were conducted with 304 undergraduate students (62% women, average age = 22.15), using the Multidimensional Psychological Flexibility Inventory to measure psychological flexibility and the Maslach Burnout Inventory - Student Survey to measure academic burnout. No significant correlation was found between average burnout and psychological flexibility (r = .042, p = .478). However, significant relationships were found between psychological flexibility and dimensions of burnout: a positive correlation with exhaustion (rho = .170, p = .004) and a negative correlation with cynicism and academic inefficacy (rho = -.176, p = .003).esBurnout académicoflexibilidad psicológicaMultidimensional Psychological Flexibility Inventory (MPFI).Thesis