Investigating Academic Burnout among Final-Year English Education Students: A Case Study Research at IAIN Parepare

Yulie Asni; Nur Ainun Rais; Tri Wulandari

doi:10.56185/jelita.v5i2.849

Yulie Asni Institut Agama Islam Negeri Parepare, Indonesia
Nur Ainun Rais Institut Agama Islam Negeri Parepare, Indonesia
Tri Wulandari Institut Agama Islam Negeri Parepare, Indonesia

DOI: https://doi.org/10.56185/jelita.v5i2.849

Keywords: Academic Burnout, Emotional Exhaustion, English Education, Final-Year Student

Abstract

This study aims to analyze the academic burnout among final-year students of the English education department in the 2023-2024 academic year at IAIN Parepare. Data collection applied survey methods using Maslach Burnout Inventory (MBI) with Likert Scale to 93 final year students who are working on their thesis. Statistical analysis methods used include Kolmogorov-Smirnov for normality testing and Spearman Correlation to measure the relationship between variables. The result shows that the final year students experienced medium level of academic burnout. 57% of them felt emotional exhaustion, 51% realized they were experiencing depersonalization, 52% were exposed to personal achievements. Overall, the data indicates the final year English education students experienced moderate burnout across all dimensions, which significantly impacted their emotional well-being, engagement in academic roles, and personal accomplishment perception. These results suggest that institution should consider implementing more intensive emotional and academic mentoring programs for final year students. This could include counseling, stress management sessions, and psychological support that can help reduce emotional exhaustion and depersonalization. In addition, the supervisors are expected to provide adaptive mentoring, understand individual needs, and help students develop realistic strategies to complete their thesis. These efforts are expected to improve academic well-being, so that students can complete their studies optimally and confidently.

Downloads

Download data is not yet available.

References

Anggraini, D. P., & Chusairi, A. (2022). Pengaruh Academic Self-Efficacy Dan Student Engagement Terhadap Academic Burnout Mahasiswa Dalam Pembelajaran Daring. Journal of Community Mental Health and Public Policy, 4(2), 79–94. https://doi.org/10.51602/cmhp.v4i2.70

Asni, Y., Mujahida, & Tsuraya, A. S. (2023). Alpha Generation in Elt: Teachers’ Perspective. Eternal, 9(1), 97–108. https://doi.org/10.24252/Eternal.V91.2023.A7

Christy, Sahrani, R., & Heng, P. H. (2020). Academic Burnout in Digital Era: Examining the Role of Problematic Smartphone Use, Core Self-Evaluations, and Academic Achievement on Academic Burnout Among Medical Students. 439(Ticash 2019), 586–590. https://doi.org/10.2991/assehr.k.200515.098

Edú‐valsania, S., Laguía, A., & Moriano, J. A. (2022). Burnout: A Review of Theory and Measurement. International Journal of Environmental Research and Public Health, 19(3). https://doi.org/10.3390/ijerph19031780

Jagodics, B., & Szabó, É. (2022). Student Burnout in Higher Education: A Demand-Resource Model Approach. Trends in Psychology, 31(4), 757–776. https://doi.org/10.1007/s43076-021-00137-4

Jahedizadeh, S., Ghanizadeh, A., & Ghapanchi, Z. (2015). A Cross-contextual Analysis of EFL Students’ Burnout with Respect to their Gender and Educational Level. International Journal of English and Education, 3(2), 581–584.

Lestari, A., Arqam, & Asni, Y. (2023). Using TEDx Talks to Improve Students’ Speaking Ability at English Department of IAIN Parepare. 3(2).

Liu, H., & Zhong, Y. (2022). English learning burnout: Scale validation in the Chinese context. Frontiers in Psychology, 13(December), 1–10. https://doi.org/10.3389/fpsyg.2022.1054356

Özhan, M. B., & Yüksel, G. (2021). The Effect of School Burnout on Academic Achievement and Well-Being in High School Students: A Holistic Model Proposal. International Journal of Contemporary Educational Research, 8(1), 145–162. https://doi.org/10.33200/ijcer.824488

Puspita, C. (2019). Factors Affecting Students ’ Difficulties in Writing Thesis A Mixed-Methods Research at Eighth Semester of English Study Program in IAIN Curup. 3rd English Language and Literature International Conference (ELLiC), 3, 13–22.

Ramadhan, M. R., Rizal, G. L., & Fikry, Z. (2022). Tingkat Burnout Akademik Pada Mahasiswa Jurusan Psikologi Universitas Negeri Padang. Attadib: Journal of Elementary Education, 6(2), 255–264.

Redityani, N. L. P. A., & Susilawati, L. K. P. A. (2021). Peran Resiliensi dan Dukungan Sosial terhadap Burnout pada Mahasiswa Fakultas Kedokteran Universitas Udayana. Jurnal Psikologi Udayana, 8(1), 86. https://doi.org/10.24843/jpu.2021.v08.i01.p09

Sarwono, E. A., & Ariana, D. (2022). Hubungan antara Hardiness dengan Academic Burnout pada Mahasiswa yang Sedang Mengerjakan Skripsi. Repository.Unair.Ac.Id. https://eprints2.undip.ac.id/id/eprint/15475%0Ahttps://eprints2.undip.ac.id/id/eprint/15475/2/Abstrak_Bab 1.pdf

Widhianingtanti, L. T., & van Luijtelaar, G. (2022). The Maslach-Trisni Burnout Inventory: Adaptation for Indonesia. Jurnal Pengukuran Psikologi Dan Pendidikan Indonesia, 11(1), 1–21. https://doi.org/10.15408/jp3i.v11i1.24400

Xu, L., Wang, H., Chen, J., Zhang, Y., Huang, Z., & Yu, C. (2022). English Learning Stress, Self-Efficacy, and Burnout among Undergraduate Students: The Moderating Effect of Mindfulness and Gender. International Journal of Environmental Research and Public Health, 19(23). https://doi.org/10.3390/ijerph192315819