International Journal of Science Annals, Vol. 6, No. 1, 2023 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa SOCIAL AND BEHAVIORAL SCIENCES. Education ORIGINAL RESEARCH The Effect of Self-Compassion on Academic Burnout in Undergraduate Students Authors’ Contribution: A – Study design; Farisandy E. D. 1 ABCDEFG , Yulianto A. 1 ABCDEFG , B – Data collection; Kinanti A. D. 1 ABCDEFG , Ayu B. A. 1 ABCDEFG C – Statistical analysis; 1 Universitas Pembangunan Jaya, Indonesia D – Data interpretation; E – Manuscript preparation; F – Literature search; Received: 04.05.2023; Accepted: 02.06.2023; Published: 30.06.2023 G – Funds collection Abstract Background and Due to high academic demands, undergraduate students are prone to academic Aim of Study: burnout. Academic burnout is emotional exhaustion caused by the pressures of academic tasks. Having self-compassion can be a protective factor against academic burnout. When dealing with numerous academic pressures and demands, undergraduate students with high self-compassion will be able to see themselves and their situations positively, resulting in lower academic burnout. The aim of the study: to investigate the effect of self-compassion on academic burnout in undergraduate students in Indonesia. Material and Methods: This study was conducted using the quantitative approach with a non- experimental design. The Maslach Burnout Inventory-Student Survey (MBI-SS) was used to measure academic burnout (α=0.824), and the measurement of self- compassion used the Self-Compassion Scale (SCS) (α=0.878), which has been adapted into the Indonesian language. A sample of undergraduate students in Indonesia between the ages of 17 and 25 was taken using the convenience sampling technique. This study used simple linear regression analysis. Results: The regression analysis from data of 474 undergraduate students shows that there is a negative and significant effect of self-compassion on academic burnout in undergraduate students (R2=0.076, F=38.960, p<0.001). Furthermore, the variable of gender and a current semester each has a significant effect on academic burnout, but the finding reveals the opposite with the age variable. Conclusions: Self-compassion has a negative effect on academic burnout in undergraduate students. This explains that an increase in self-compassion will be followed by reduction in academic burnout in undergraduate students. Keywords: self-compassion, academic burnout, undergraduate students, Indonesian universities, regression Copyright: © 2023 Farisandy E. D., Yulianto A., Kinanti A. D., Ayu B. A. Published by Archives of International Journal of Science Annals DOI and UDC DOI https://doi.org/10.26697/ijsa.2023.1.2 UDC 378.17:159.9.07 Conflict of interests: The authors declare that there is no conflict of interests Peer review: Double-blind review Source of support: This research receives funding or support from LP2M Universitas Pembangunan Jaya [006/PER-P2M/UPJ/11.22] Information about Farisandy Ellyana Dwi (Corresponding Author) – https://orcid.org/0000-0002- the authors: 2778-5907; ellyana.dwi@upj.ac.id; Lecturer, Department of Psychology, Universitas Pembangunan Jaya, South Tangerang, Indonesia. Yulianto Aries – https://orcid.org/0000-0003-0252-2876; Lecturer, Department of Psychology, Universitas Pembangunan Jaya, South Tangerang, Indonesia. Kinanti Aulia Diaz – https://orcid.org/0009-0001-2063-222X; Department of Psychology, Universitas Pembangunan Jaya, South Tangerang, Indonesia. Ayu Bunga Adjeng – https://orcid.org/0009-0001-0428-2282; Department of Psychology, Universitas Pembangunan Jaya, South Tangerang, Indonesia. 12 International Journal of Science Annals, Vol. 6, No. 1, 2023 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa Introduction During college, undergraduate students will face a to burnout, which is characterized by exhaustion and variety of challenges, such as academic, social, and demotivation; and stagnant attributional style leads to a personal challenges (Aguayo et al., 2019). These resistance to change in the future and in turn, a passive challenges include fitting into a new social environment, attitude appears, causing the individuals to become more being away from home, and adjusting to the different cynical, unmotivated, and emotionally charged (Lin & class schedule. In academic settings, undergraduate Yang, 2021). Self-compassion can reduce the potential students must dedicate additional time outside of class of burnout because it entails the ability to handle and hours to research study material and complete the appraise negative emotions and situations more coursework, both individually and in groups. As a result positively and more effectively (K. Lee & Lee, 2020; of the numerous academic obligations they face, Neff, 2003). Therefore, it is stated that self-compassion undergraduate students are prone to burnout, which is can prevent academic burnout due to high academic defined by Yavuz and Dogan (2014) as a feeling of demands (K. Lee & Lee, 2020). exhaustion mentally and physically. The longitudinal Self-compassion has been described as an attitude of study done by Ohio State University in August 2020 and openness, caring, and understanding on a cognitive and April 2021 discovered an increase in the number of emotional level toward one’s shortcomings, sufferings, undergraduate students feeling burnout. The percentage and failures, as one would treat others during hard times increase was 31%, whereas in August 2020, 40% of (Elices et al., 2017; K. Lee & Lee, 2020; Neff, 2003). undergraduate students experienced burnout, but 71% Self-compassion can be applied in various contexts, did in April 2021 (Citroner, 2021). including in the educational setting. The qualitative Furthermore, LM Psychology UGM (2021) research for study (Lockard et al., 2014) shows that undergraduate the representation of academic burnout on 300 students with high self-compassion experience lesser undergraduate students of the Faculty of Socio- negative emotions, deal with their problems in a more Humanities UGM found that 73.12% of them rational and accepting manner, and at the same time experienced high fatigue (exhaustion), 57.03% assume responsibility for their problems. According to experienced high cynicism and indifference to tasks Zhang et al. (2016), undergraduate students can also (cynicism), and 49.43% experienced a decrease in self- respond to academic failure by seeking help and support confidence in academic tasks (reduced self-efficacy). from others. They take failure as an opportunity to According to Schaufeli et al. (2002, as cited in Oyoo et improve and avoid making the same mistakes (Neff, al., 2018), exposure to physically and emotionally 2003; Smeets et al., 2014). The authors of the study demanding tasks over an extensive period can cause (Pypenko et al., 2020) found that direct teacher-student burnout. Initially, people in helping professions such as contact has a positive impact on the physical and mental teachers, psychologists, doctors, and nurses were more health of higher education stakeholders. likely to experience burnout. Undergraduate students The construct of self-compassion consists of three have the potential to experience burnout because their components, each with polar opposites: self-kindness primary academic pursuits can be viewed as “work” vs. self-judgment; common humanity vs. isolation; and (J. Lee et al., 2010). Thus, the term burnout can be mindfulness vs. over-identification (Neff, 2003). applied to students, called academic burnout. Individuals with adequate self-compassion can A variety of external and internal factors can contribute understand that suffering and failure are unpleasant to academic burnout. According to Lin and Yang (mindfulness) without reducing the kindness toward (2021), the main external factor that causes academic oneself (self-kindness) because it is a part of the human burnout is high-demand and high-pressure tasks. The condition (common humanity), thus enabling them to lack of support from parents, lecturers, and peer; poor appropriately cope with those suffering and failure. parenting styles, and low socioeconomic status are a few Conversely, individuals who judge themselves (self- additional factors that might contribute to academic judgment), isolate themselves from others (isolation) burnout. According to Charkhabi et al. (2014), one of and overreact (over-identification) in the face of the factors contributing to academic burnout is a lack of suffering and/or failure are said to have inadequate self- resources available to accomplish academic work. Lack compassion (Neff, 2003). Dreisoerner et al. (2021) of resources could lead to stress, which can lower found that self-judgment leads to procrastination, motivation and hinder undergraduate students’ ability to rumination, and a generally lower level of self- finish activities. Therefore, Charkhabi et al. (2014) improvement. Isolation, on the other hand, leads to concluded that when universities place high academic stress and burnout (Dreisoerner et al., 2021; Neff, 2003). demands but provide low resources, the likelihood of With self-compassion, individuals perceive negative academic burnout increases. emotions more positively and take a more rational The personality, self-esteem, and attribution style of an approach, which allows them to cope effectively (Neff, individual are internal factors that contribute to 2003). academic burnout. These three factors have an impact If left untreated, academic burnout may negatively on how one responds to negative emotions and impact one’s academic achievement; academic interest; circumstances: neurotic personality trait causes the and interactions between undergraduate students and the tendency to use maladaptive strategies, including academic community, including lecturers, staff, and engaging in self-blame behavior; low self-esteem leads other students (Charkhabi et al., 2014; Rahmatpour et 13 International Journal of Science Annals, Vol. 6, No. 1, 2023 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa al., 2019). According to one study on undergraduate table of Isaac and Michael at the error level of 5% students in Iran by Rahmati (2015), prolonged academic (Sugiyono, 2013). Undergraduate students between the burnout causes stress, anxiety, frustration, depression, ages of 17 and 25 enrolled in universities in Indonesia and low problem-solving skills. constitute the research sample. The sampling method In academic contexts, several studies have found that used is convenience sampling (Gravetter & Forzano, undergraduate students with high levels of self- 2018), which includes any person who meets the compassion experience lower academic burnout requirements, is the simplest to locate, and is willing to (Beaumont et al., 2016a; 2016b; K. Lee & Lee, 2020). participate in the research as a respondent. Self-compassion in undergraduate students is also a Measuring Instruments protective factor against chronic academic stress (Zhang The Skala Welas Diri (SWD) (Sugianto et al., 2020), et al., 2016), since this causes undergraduate students to adapted from the Self-Compassion Scale (SCS) by Neff perceive academic demands as opportunities for self- (2003), was used to measure self-compassion. The development, and to remain treating themselves well, instrument has three factors with respective polar even under academic pressures (Beaumont et al., 2016a; opposites, which are self-kindness vs. self-judgment, 2016b; K. Lee & Lee, 2020; Zhang et al., 2016). common humanity vs. isolation, and mindfulness vs. So far, there has been limited study into self-compassion over-identification. The SWD operationalizes the self- and its relationship to academic burnout. Most of the compassion dimensions into six components comprised literature view self-compassion as a moderating of 26 Likert-scale items, ranging from 1 (almost never) variable, such as a protective factor of emotional to 5 (almost always). Psychometric assessment of SWD responses to chronic academic stress (Zhang et al., by Sugianto et al. (2020) using the construct validity 2016); a moderator between academic demands, tests, Confirmatory Factor Analysis (CFA), and academic burnout, and depression (K. Lee & Lee, Cronbach’s Alpha coefficients yielded a valid and 2020); and a moderator between perceived stress and reliable instrument, and showed that SWD has the same academic burnout (Paramadina, 2022). Additionally, theoretical model as SCS. Before proceeding into the Sabharwal et al. (2021) looked into the moderating role measuring process using SWD, SWD underwent a of academic self-efficacy in the relationship between readability test on four individuals to ensure the items self-compassion and academic burnout. Some studies on are comprehensible. Researchers also ran through a self-compassion and academic burnout are also psychometric assessment of SWD, which confirmed the constrained by sample sizes. Beaumont et al. (2016b) reliability (α=0.878) and construct validity (corrected studied self-compassion and burnout in final-year item total correlation >0.20) of the instrument. To Cognitive Behavioral Psychotherapist (CBP) generate the scale score and component score, the undergraduate students and Person-Centered average score is determined by dividing the total score Counsellors undergraduate students with a small sample by the number of items, producing a score ranging from size (n=54). In another study, Beaumont et al. (2016a) 1.00 to 5.00, which signifies the level of self- has its limitation on its small sample (n=103) which compassion one has. were midwifery undergraduate students, exclusively Researchers used the Maslach Burnout Inventory- from one university in the North West of England, Student Survey (MBI-SS), which has been adapted and United Kingdom. translated into Indonesian by Maharani (2019). The Among the limited number of research discussing self- reliability testing shows that MBI-SS are reliable with compassion and academic burnout (Paramadina, 2022), α=0.932 (Maharani, 2019). MBI-SS has 15 items none directly seeks to determine the effect of self- consisting of three dimensions, i.e. exhaustion, compassion on academic burnout. cynicism, and efficacy, using the Likert scale with a The aim of the study. To investigate the effect of self- range of 1 (very unlikely) to 5 (very likely). The greater compassion on academic burnout in undergraduate the individual’s academic burnout, the higher the total students in Indonesia to improve on the findings and to score. Before implementing the MBI-SS, researchers remove some limitations faced by prior studies. conducted readability tests on four people, with the conclusion that all of the items could be understood. Materials and Methods Researchers’ reliability testing results demonstrate that In this study, non-experimental quantitative approach is the MBI-SS is reliable (α=0.824) and valid (corrected used since the researchers wish to understand the causal item total correlation >0.20). The overall score, which relationship without administering any direct demonstrates the degree of academic burnout manipulation (Gravetter & Forzano, 2018). In this study, experienced, is calculated to obtain a scale score and two variables – academic burnout and self-compassion dimension score. are used. Research Procedure The population of this study is Indonesian Since the data will be collected virtually and in person, undergraduate students. According to the Higher researchers will create the questionnaires in both Education Statistics from the Directorate General of computerized and printed versions. In addition to the Higher Education of Indonesia (2020), there were SWD and MBI-SS instruments, researchers will inquire 7,113,663 undergraduate students enrolled in 2020. The demographic background in the questionnaire such as number of samples to be taken is at least 349 gender, age, originating university, current major, and undergraduate students when utilizing the reference current semester. For virtual data collection, researchers 14 International Journal of Science Annals, Vol. 6, No. 1, 2023 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa will use Google Forms and share the computer-based Table 1 questionnaire links on various online social media Descriptive Statistics of Respondent’s Characteristics platforms, such as WhatsApp, Instagram, Telegram, (N=474) Line, etc. For the person-to-person data collection, the paper-and-pencil questionnaires will be printed out and distributed directly by researchers to undergraduate students several Indonesian universities. The data collection process is planned to be carried out in September 2022 – February 2023. This study was tested using simple linear regression analysis in the JASP 0.17.0.0 software. Prior to the regression test, researchers ran through a set of assumption tests (Field, 2018), consisting of normality distributed errors, linearity, independent error, and homoscedasticity. Results The period of data collection is September 2022 to February 2023. In this study, 474 college students between the ages of 17 and 25 (M=20.25, SD=1.52) participated as respondents. Table 1 provides an overview of the characteristics of the respondents. The majority of respondents are female (85.65%), aged between 20–22 years (60.13%), are undergoing semester 5 (16.24%), studying at universities located in Jabodetabek (54.85%), and studying humanities (33.76%). Table 2 displays the descriptive statistics of the self- compassion and academic burnout variables, alongside the dimensions of each variable. The total score of self- compassion ranges from 1.3–4.5 (M=3.22; SD=0.52) and the self-compassion component score ranges from 1.0–5.0. The total score of academic burnout ranges from 16.0–17.30 (M=45.71; SD=9.06) and its dimensions, denote the score variance from the lowest to the highest. T-test is conducted based on gender for self-compassion and academic burnout. Since the data did not pass the normality assumption test despite passing the homogeneity of variance assumption test, researchers used Mann-Whitney U Test (Table 2). There is no significant difference in self-compassion between female undergraduate students (M=3.22, SD=0.53) and male undergraduate students (M=3.19, SD=0.47), U=14.722, p>0.05. There is no significant difference in the entirety of the self-compassion components between male and female undergraduate students. Conversely, academic burnout is shown to be significantly higher in female undergraduate students (M=46.11, SD=8.98) compared to male undergraduate students (M=43.34, SD=9.27), U=16566.5, p<0.05. The same result is shown in the Exhaustion and Cynicism dimensions, in which the score of the female undergraduate students is significantly higher than male undergraduate students, with U=16875.0 and U=16011.0, respectively. Only the Efficacy dimension shows no significant difference Before proceeding to linear regression tests, the between female undergraduate students (M=18.68, underlying assumptions of linearity, independent, SD=5.72) and male undergraduate students (M=18.85, homoscedasticity, and normally distributed errors have SD=6.34), U=13470.0, p>0.05. all been met. 15 International Journal of Science Annals, Vol. 6, No. 1, 2023 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa Table 2 Descriptive Statistics of the Variables Based on Total Score and Gender Note. aMann-Whitney test between the score of male and female, bn=406, cn=68. *p<0.05, **p<0.01, ***p<0.001. The regression results for predicting academic burnout self-compassion. 7.6% of self-compassion can predict are shown in Table 3. Academic burnout is significantly academic burnout, while 92.4% was predicted by other and negatively influenced by self-compassion variables. In accordance with Gravetter and Forzano (R2=0.076, F=38.960, p<0.001). Academic burnout will (2018), self-compassion has a small effect on academic decrease by 4.770 points for every additional 1 score of burnout, as shown by its R2 of 0.076. Table 3 Regression Test Results for the Prediction of the Academic Burnout Note. amale=1, female=0. *p<0.05, **p<0.01, ***p<0.001. By adding the age and semester variables as predictors A fourth predictor, gender, was added to the regression along with self-compassion, all three significantly affect analysis. academic burnout, R2=0.084, F=15.409, p<0.001. The These four predictors together have a significant effect addition of these two predictors increases R2 by 0.008, on academic burnout, R2=0.100, F=13.073, p<0.001. An although the effect is still small. Self-compassion, R2 of 0.100 indicates that these four predictors together semester, and age together can predict academic burnout have a moderate effect (Gravetter & Forzano, 2018). As by 8.4%. Self-compassion and age have negative effect a result, female undergraduate students will likely on academic burnout (b=-4.899 and -0.848, experience greater academic burnout than male respectively), while the semester has a positive effect undergraduate students. The age variable, however, (b=0.654). This shows that increasing self-compassion emerged as the only predictor from this regression and age causes a decrease in academic burnout while analysis that did not have a significant effect. increasing semesters will cause an increase in academic Table 4 displays the results of regression test with the burnout. Although these three predictors had a self-compassion components as a predictor. significant effect, self-compassion has the most effect . (β=-0.284). 16 International Journal of Science Annals, Vol. 6, No. 1, 2023 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa Table 4 Results of Regression Test to Predict Academic Burnout with Self-Compassion Components as Predictor Note. amale=1, female=0. *p<0.05, **p<0.01, ***p<0.001. The six components simultaneously has a significant individuals to be able to see and appraise their situations effect on academic burnout, R2=0.146, F=14.518, as an opportunity for growth (K. Lee & Lee, 2020; Neff, p<0.001. When compared to the overall effect of self- 2003). When encountering a lot of pressure and demands compassion (R2=0.076), the effect of self-compassion as undergraduate students, individuals with high self- components are higher and can be categorized as compassion will be able to see themselves and their moderate (Gravetter & Forzano, 2018). Only three situations positively, which leads to lower academic components, which are Self-Kindness, Mindfulness, and burnout. They will also be able to use emotion-focused Over-identification, that respectively has a significant coping strategies that reduce fear of failure and negative effect on academic burnout, where the Mindfulness thoughts (Cheraghian et al., 2016). component has the highest effect (β=-0.252). If the Academic burnout is positively influenced by the number predictors are added with the variables of age, semester, of semesters students have completed. This finding and gender, R2 increases to 0.176 (F=10.984, p<0.001). indicates that academic burnout increases as a student's As stated in the previous results, only the Self-kindness, time in college lengthens. This condition is Mindfulness, and Over-identification components, and understandable given that undergraduate students face the semester and gender variables have significant more academic fatigue as they take on more challenging effects. coursework and are required to finish their final project or thesis during their final semester. This finding is Discussion supported by Salmela-Aro and Upadyaya (Doğru & This study aims to seek the effect of self-compassion on Kabasakal, 2023), which stated that exhaustion happens academic burnout in undergraduate students. Results during the first year of college study, and escalates into show that there is a negative significant effect of self- desensitization during the next years. Additionally, compassion on academic burnout, indicating that the Ramirez‐Asis et al. (2023) noted that as the number of higher the self-compassion one has, the lower the semesters increase, undergraduate students become more academic burnout one experiences. The same conclusion emotionally exhausted and cynical about their academic is found across research, such as in a study on final-year careers. This also explains why there are only two aspects Cognitive Behavioral Psychotherapist (CBP) that significantly differ between male and female undergraduate students and Person-Centered Counsellors undergraduate students: exhaustion and cynicism. undergraduate students (Beaumont et al., 2016b), on This study also found that age does not have an effect on midwifery undergraduate students (Beaumont et al., academic burnout, reiterating the research findings of 2016a), and on undergraduate students of counseling Aguayo et al. (2019) in students of University of classes in Seoul Cyber University (Kyeong, 2013). Granada, and García-Izquierdo et al. (2018) in midwifery Individuals with high self-compassion will be more students of University of Murcia. Researchers suggest resilient in the face of negative situations, allowing them that this is due to the shared characteristics of to become more compassionate and more accepting of respondents, in which the majority of them are young their shortcomings and failures, avoid engaging in self- adults between 17 and 25 years old (Santrock, 2011). criticism, and overcome existing challenges in a positive Female undergraduate students experience greater and constructive way. High self-compassion also enables academic burnout than male undergraduate students 17 International Journal of Science Annals, Vol. 6, No. 1, 2023 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa when compared by gender. This result can be explained Funding Source because female students show higher stress levels than This research receives funding or support from LP2M male undergraduate students (Castellanos, 2018). Universitas Pembangunan Jaya [006/PER- Compared to male undergraduate students, female P2M/UPJ/11.22]. undergraduate students are more likely to employ coping mechanisms that emphasize emotions (Aguayo et al., References 2019). Female undergraduate students employ the Aguayo, R., Cañadas, G. R., Assbaa-Kaddouri, L., emotion-focused coping technique to get through the Cañadas-De la Fuente, G. A., Ramírez-Baena, L., feelings that come with burnout. This condition also & Ortega-Campos, E. (2019). A risk profile of explains why the exhaustion and cynicism dimensions in sociodemographic factors in the onset of female undergraduate students are higher than in male Academic Burnout Syndrome in a sample of undergraduate students. This is supported by the findings university students. International Journal of of a study conducted on medical undergraduate students Environmental Research and Public Health, at the University of Liege, Belgium who found female 16(5), 707–717. undergraduate students had higher scores in emotional https://doi.org/10.3390/IJERPH16050707 exhaustion (Kilic et al., 2021). Beaumont, E., Durkin, M., Hollins Martin, C. J., & Self-kindness, mindfulness, and over-identification each Carson, J. (2016a). Compassion for others, self- have a significant effect on academic burnout, in line compassion, quality of life and mental well-being with a study on undergraduate students in Ardebil, Iran measures and their association with compassion by Narimani et al. (2018), which concluded the negative fatigue and burnout in student midwives: A effect of self-kindness and mindfulness on academic quantitative survey. Midwifery, 34, 239–244. burnout. https://doi.org/10.1016/j.midw.2015.11.002 Beaumont, E., Durkin, M., Hollins Martin, C. 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Murray-Johnson (Eds.), 42nd Annual Meeting burnout, support from significant others is required. of the Adult Higher Education Alliance Universities can develop a training program or Proceedings (pp. 27–32). Adult Higher Education curriculum to improve undergraduate students’ self- Alliance. compassion, hence reducing academic burnout. https://files.eric.ed.gov/fulltext/ED590255.pdf However, this study has its limitations, one of which is Charkhabi, M., Abarghuei, M. A., & Hayati, D. (2014). the lack of diversity, since the majority of respondents The association of academic burnout with self- came from humanities disciplines of universities in the efficacy and quality of learning experience among Jabodetabek region, and none from the East Indonesia Iranian students. SpringerPlus, 2(677). region. To generalize the research findings, researchers https://doi.org/10.1186/2193-1801-2-677 recommend future research to use the cluster sampling Cheraghian, H., Faskhodi, B. 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Protective effect of self-compassion to emotional http://www.mim.ac.mw/books/John%20W.%20S response among students with chronic academic antrock%20-%20Life- stress. Frontiers in Psychology, 7(1802). span%20Development%2013th%20Edition.pdf https://doi.org/10.3389/fpsyg.2016.01802 Cite this article as: Farisandy, E. D., Yulianto, A., Kinanti, A. D., & Ayu, B. A. (2023). The effect of self-compassion on academic burnout in undergraduate students. International Journal of Science Annals, 6(1), 12–20. https://doi.org/10.26697/ijsa.2023.1.2 The electronic version of this article is complete. It can be found online in the IJSA Archive https://ijsa.culturehealth.org/en/arhiv This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (http://creativecommons.org/licenses/by/4.0/deed.en). 20