Learning Efficacy, Academic Goal Setting, and Burnout of Adolescent Learners in the Post-Pandemic Era

Abstract

This study aims to examine the extent to which learning efficacy and goal setting will interact with academic burnout among learners in the post covid-19 pandemic era. The quantitative research design was adopted for this study. A total of 1, 407 adolescents in Ibadan, Oyo State, Nigeria (male = 38.8%; female 61.2%) aged between 12 and 20 (mean = 15: SD = 4.24) responded to an online survey developed by the researchers, which was open for two months. Data were analysed using inferential statistics of linear logistics and regression analysis. The findings revealed that all the factors had a strong association with academic burnout, learning efficacy (OR = 1.02, 95% CI {1.01–1.04}) and goal setting (OR = 1.04, 95% CI {1.01–1.06}). Further, learning efficacy made the highest contribution to academic burnout (Beta = -.322, t= -12.629, p<0.05), and goal setting (Beta = -.234, t= -9.184, p<0.05). By implication, learning efficacy and goal setting played a significant role in reducing academic burnout of adolescent learners in the post-pandemic era for effective learning outcomes. It was, therefore, recommended based on this outcome that schools should employ professional school counsellors who can assist learners by adopting psychological interventions that are helpful to manage academic burnout to navigate adolescent learners through their academic life. Keywords: Adolescent Learners, Academic Goal Setting, Burnout, Learning Efficacy, Post-Covid-19 Era