Academic Self-Efficacy and Academic Burnout among University Students: The Mediating Role of Self-Regulated Learning and the Moderating Role of Grit
DOI:
https://doi.org/10.30872/xcjnmj17Keywords:
academic burnout, academic self-efficacy, grit, self-regulated learning, university students.Abstract
Increasing academic demands, prolonged digital learning exposure, and pressure to maintain performance have placed university students at greater risk of academic burnout. However, the psychological mechanisms that may protect students from burnout remain insufficiently explained. This study examined the mediating role of self-regulated learning and the moderating role of grit in the relationship between academic self-efficacy and academic burnout. A quantitative cross-sectional design was employed involving 431 undergraduate students from public and private universities in Indonesia. Data were collected using standardized self-report instruments and analyzed using Partial Least Squares Structural Equation Modeling. The results showed that academic self-efficacy negatively predicted academic burnout (β = −.24, p < .001) and positively predicted self-regulated learning (β = .61, p < .001). Self-regulated learning negatively predicted academic burnout (β = −.39, p < .001) and significantly mediated the relationship between academic self-efficacy and academic burnout (β = −.24, p < .001). Grit also moderated the direct relationship between academic self-efficacy and academic burnout (β = −.13, p = .003), indicating that the protective effect of academic self-efficacy was stronger among students with higher grit. These findings highlight the importance of strengthening academic self-efficacy, self-regulated learning, and grit to reduce academic burnout among university students.
Meningkatnya tuntutan akademik, pembelajaran digital yang berkepanjangan, dan tekanan untuk mempertahankan prestasi menempatkan mahasiswa pada risiko yang lebih tinggi mengalami burnout akademik. Namun, mekanisme psikologis yang dapat melindungi mahasiswa dari burnout akademik masih belum sepenuhnya dipahami. Penelitian ini bertujuan menguji peran mediasi self-regulated learning dan peran moderasi grit pada hubungan antara academic self-efficacy dan burnout akademik. Penelitian menggunakan desain kuantitatif dengan pendekatan cross-sectional yang melibatkan 431 mahasiswa sarjana dari perguruan tinggi negeri dan swasta di Indonesia. Data dikumpulkan menggunakan instrumen baku berbentuk laporan diri (self-report) dan dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil penelitian menunjukkan bahwa academic self-efficacy berpengaruh negatif terhadap burnout akademik (β = −0,24; p < 0,001) dan berpengaruh positif terhadap self-regulated learning (β = 0,61; p < 0,001). Self-regulated learning berpengaruh negatif terhadap burnout akademik (β = −0,39; p < 0,001) serta memediasi secara signifikan hubungan antara academic self-efficacy dan burnout akademik (β = −0,24; p < 0,001). Selain itu, grit memoderasi hubungan langsung antara academic self-efficacy dan burnout akademik (β = −0,13; p = 0,003), yang menunjukkan bahwa pengaruh protektif academic self-efficacy terhadap burnout akademik menjadi lebih kuat pada mahasiswa dengan tingkat grit yang tinggi. Temuan ini menegaskan pentingnya penguatan academic self-efficacy, self-regulated learning, dan grit sebagai strategi untuk mengurangi burnout akademik pada mahasiswa.
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