Academic Burn-Out and Coping Strategies of First Year BEED
University Students
Introduction
Factors that affect the academic performance of students (discuss the
academic challenges- global to local context- 1-2 paragraphs)
Academic Burn-Out
Effect of Academic Burn-out to the Academic Performance of Students
Academic Coping Strategies of Students
Research Gap
Respondents: First Year BEED Students (100 respondents)
Statement of the Problem
1. What is the profile of the students in terms of:
a. age
b. sex
c. school graduated from (public/ private)
2. What is the academic burn- out level of the students in terms of:
a. Parental/Guardian Pressure
b. Exhaustion
c. Negative Teacher-Student Relation
d. Subjective Overload
e. Academic Inefficacy
f. Negative Peer Relation
3. What are the academic coping strategies of students in terms of:
a. positive reappraisal strategies
b. seeking support strategies; and
c. planning strategies
4. Is there a significant difference between the academic burn- out level of
the students when grouped according to their profile variables?
5. Is there a significant difference between the academic coping strategies of
the students when grouped according to their profile variables?
(Provide the final draft of the questionnaire, follow the format given
for thesis proposal writing)
Instrument Source
Academic Burn-out: Jan, S., & Parveen, A. (2024). Construction and
validation of academic burnout scale. Discover Psychology, 4, 104.
[Link]
Factor 1: Factor 1 was named as “Parental/Guardian Pressure” as it is
composed of components measuring the pressure parents/Guardian tend to
put on their children to succeed academically.
Factor 2: Factor 2 was named as “Exhaustion” to measure the degree of
physical and emotional tiredness.
Factor 3: The third construct was named as “Negative Teacher- Student
Relation”.
Factor 4: The fourth factor that emerged was named as “Subjective
overload” as the items tend to measure personal feelings of excessive
burden.
Factor 5: The fifth factor was termed as “Academic Inefficacy” as the items
measure feelings of academic incompetence and low achievement.
Factor 6: The sixth factor was named as “Negative Peer Relation” that
measures unsupportive or coercive feelings towards peers.
Parental/Guardian Pressure
1. My parents do not appreciate my academic achievement.
2. Students are not able to take subjects of their interest because of parental
pressure. (
3. My parents usually compare my score cards/marks sheets with the
children of our relatives.
4. My parents are able to understand my academic problems.
5. My Parents always criticize me for my studies.
6. My parents usually compare my score cards/marks sheets with my
siblings.
Exhaustion
7. My studies are draining and making me emotionally hard.
8. In school/College, I feel physically stressed.
9. I enjoy my studies and feel relaxed.
10. I experience exhaustion that is not relieved by rest or sleep.
11. My studies make me feel exhausted and tired.
Negative Teacher-Student Relation
12. I find it difficult to communicate with my teachers.
13. I feel that my teachers are biased towards me.
14. I love my teachers and trust them.
15. I feel underappreciated or exploited in school/college.
16. I find it difficult to engage with my teachers.
17. Teachers criticize me for my studies.
Subjective Overload
18. I have to complete assignments under heavy time pressures.
19. Due to my academic work, I do not get time to attend family functions.
20. The stress of my studies produces complications in my personal
relationships.
21. I require additional time to relax and feel better.
22. I meet my close friends and family less frequently because of my studies.
Academic Inefficacy
23. I’m dissatisfied with my academics.
24. I am capable of effectively managing my academic problems.
25. I feel like I am not achieving anything in my studies.
26. In my studies, I don’t understand new and interesting elements.
Negative Peer Relation
27. My classmates make me upset and annoyed.
29. I get disappointed by behavior of my classmates.
29. My classmates around me make me furious.
Coping Strategies: Cabanach, R. G., Valle, A., Rodríguez, S., Piñeiro, I., and
Freire, C. (2010). Escala de Afrontamiento del Estrés Académico (A-CEA) [The
coping scale of academic stress questionnaire (A-CEA)]. Rev. Iberoam. Psicol.
Salud. 1, 51–64.
Students’ use of academic coping strategies were assessed using the
Coping Scale of Academic Stress Questionnaire(ACE-A) by Cabanach et al.,
2010).
This inventory was used to measure the ways in which students
respond to stress relating to academic situations. This 23-item measure used
a Likert-type scale ranging from 1 (Never) to 5 (All the Time) and had three
subscales: positive reappraisal, seeking support, and planning.
Positive Reappraisal Strategies
1. When I am faced with a difficult situation, I ignore the unpleasant aspects
and focus on the positive.
2. When I am faced with a difficult situation during exams, I try to remember
that I can do things well by myself.
3. When I am faced with a difficulty while I am preparing for exams, I try to
think positively.
4. When I am faced with a difficult situation, I do not let the problem beat
me; I try to give myself a deadline to resolve it.
5. When I am faced with a difficult situation, I think objectively about it and
try to keep my emotions under control.
6. When I am faced with a complex situation, I generally try not to place
significance on the problems.
7. When I am faced with a difficult situation, for example during exams, I
tend to think that things will end up fine.
8. When I am faced with a difficult situation on the night before an exam, I
try to remember that I am prepared to do well.
Seeking Support Strategies
9. When I am faced with a problem like feeling anxious during an exam, I try
to see it as something that is natural and normal in the circumstances.
10. When I am faced with a difficult situation, I express my opinions and seek
support.
11. When I am faced with a difficult situation, I ask a trusted family member
or friend for advice.
12. When I am faced with a difficult situation, I talk about the problem with
other people.
13. When I am faced with a difficult situation, I talk about the stressful
elements with my partner, family or friends.
14. When I am faced with a difficult situation, I seek advice and ask other
people for help. 15. When I am faced with a difficult situation, I express my
feelings and opinions.
16. When I am faced with a difficult situation, I talk to someone to find out
more about it.
Planning Strategies
17. When I am faced with a difficult situation, I prioritize tasks and organize
my time.
18. When I am faced with a difficult situation while I am preparing for exams,
I plan how to study for the exams in detail.
19. When I am faced with a difficult situation, I come up with an action plan
and I follow it. 20. When I am faced with a difficult situation while I am
preparing for my exams, I focus on what I need to obtain the best results.
21. When I am faced with a difficult situation, I organize my personal
resources to cope with it.
22. When I am faced with a difficult situation, I make a list of the tasks I have
to do, I do them one by one and I do not move onto the next task until I have
finished the one I am on.
23. When I am faced with a difficult situation, I change some things to
achieve good results.