Abstract
Academic burnout is defined as a reduction in an individual's capacity to respond to stressful variables in education, such as academic tiredness, academic cynicism, and academic inefficacy (Tajeri Moghadam et al., 2020). It affects the learning process, academic performance, and ultimately the mental health of students. In contrast, self-concept is a protective factor for stress and burnout management. The majority of studies found by the researcher regarding academic burnout were focused on different health professions and provided limited data evaluating academic burnout in the general population of students. Furthermore, while there have been several studies on academic burnout and how it is related to professional self-concept, little research has focused on the relationship between academic burnout and students' academic self-concept. In relation to this, the researcher formulated the following objectives: (1) to determine if there are significant differences in the level of academic burnout and self-concept when participants are grouped according to their demographic characteristics; and (2) to investigate the influence of self-concept on academic burnout among students. This research utilized a descriptive cross-sectional study design and had a total of 800 college students from different academic programs. The findings revealed that there are significant differences between the levels of academic self-concept and academic burnout when the students were classified according to their sex, academic programs, and year levels. In contrast to the existing literature, academic self-concept positively influences the level of academic burnout experienced by college students.
Author Information
Ivy Marie Zarraga, Adamson University, Philippines
Comments
Powered by WP LinkPress