Abstract
Background and Aim of Study: Due to high academic demands, undergraduate students are prone to academic 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.
Publisher
Kharkiv Regional Public Organization - Culture of Health
Reference38 articles.
1. 1. Aguayo, R., Cañadas, G. R., Assbaa-Kaddouri, L., Cañadas-De la Fuente, G. A., Ramírez-Baena, L., & Ortega-Campos, E. (2019). A risk profile of sociodemographic factors in the onset of Academic Burnout Syndrome in a sample of university students. International Journal of Environmental Research and Public Health, 16(5), 707-717. https://doi.org/10.3390/IJERPH16050707
2. 2. Beaumont, E., Durkin, M., Hollins Martin, C. J., & Carson, J. (2016a). Compassion for others, self-compassion, quality of life and mental well-being measures and their association with compassion fatigue and burnout in student midwives: A quantitative survey. Midwifery, 34, 239-244. https://doi.org/10.1016/j.midw.2015.11.002
3. 3. Beaumont, E., Durkin, M., Hollins Martin, C. J., & Carson, J. (2016b). Measuring relationships between self-compassion, compassion fatigue, burnout and well-being in student counsellors and student cognitive behavioural psychotherapists. Counselling and Psychotherapy Research, 16(1), 15-23. https://doi.org/10.1002/capr.12054
4. 4. Castellanos, J. (2018). Gender differences within academic burnout. In K. Elufiede, J. S. Olson, & K. Murray-Johnson (Eds.), 42nd Annual Meeting of the Adult Higher Education Alliance Proceedings (pp. 27-32). Adult Higher Education Alliance. https://files.eric.ed.gov/fulltext/ED590255.pdf
5. 5. Charkhabi, M., Abarghuei, M. A., & Hayati, D. (2014). The association of academic burnout with self-efficacy and quality of learning experience among Iranian students. SpringerPlus, 2(677). https://doi.org/10.1186/2193-1801-2-677