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Academic Burnout Among Students: A Study of

Emotional Exhaustion, Cynicism, and Academic
Inefficacy
1
Genalyn L. Capelo, PhD
1Professor IV, College of Education, Isabela State University-Cauayan City Campus, Cauayan City, Isabela,
Philippines
[Link]@[Link]
ORCID Number: 0000-0001-8294-6323
Corresponding Author: Genalyn L. Capelo, PhD
HOW TO CITE: ABSTRACT:
Genalyn L. Capelo (2026). Academic
Burnout is a psychological syndrome which is considered to be a
crucial cognitive variable that affects the teaching and learning
Burnout Among Students: A Study of
experience of students. Examining the academic burnout among
Emotional Exhaustion, Cynicism, and
college students was the focus of this study with emphasis on the
Academic Inefficacy.
three burnout dimensions: emotional exhaustion, cynicism and
International Journal of Special academic inefficacy. The general self- efficacy of the respondents
Education, 41(13s), 1531-1545 were also taken into account. Findings on the aggregate level, are
not indicative that the respondents are experiencing burnout.
However, few of them showed very strong emotional
exhaustion, cynicism and academic inefficacy which are
indicators of burnout. Furthermore, more than one half of the
respondents claimed that they moderately believe of their
capabilities and competencies, however, again, there were few
who claimed about the feeling of incompetency as a student.
Also, the respondents’ general self-efficacy is significantly related
COPYRIGHT STATEMENT: to academic burnout, hence, it indicates that the former is a
Copyright: © 2026 Authors.
predictor of academic burnout. In consideration with the
foregoing, it was recommended that more alternative assessment
Open access publication underthe
of students’ work must be provided to widen their repertoire of
terms and conditions
academic achievement. Moreover, observance of academic
of the Creative CommonsAttribution
advising and involving students in extracurricular activities were
(CC BY) also recommended to enrich their academic lives.
license ([Link] Keywords: academic burnout, self-efficacy, cynicism, exhaustion,
org/licenses/by/4.0/). academic inefficacy, COVID-19, Filipino students

Introduction reflects the depletion of emotional resources due

to overwhelming demands, while cynicism
Burnout has increasingly been recognized as a
indicates a distant or negative attitude toward
significant psychological variable that influences
academic tasks and inefficacy or the reduced
students’ academic experiences and outcomes.
personal accomplishment, refers to a decline in
Maslach and Jackson describe burnout as a three-
perceived competence and achievement.
dimensional psychological syndrome involving
Burnout, in the context of academic life, can be
emotional exhaustion, depersonalization (or
understood as a chronic response to prolonged
cynicism), and diminished personal
educational stressors, resulting in psychological
accomplishment (Maslach & Jackson, as cited in
and physical dysfunction (Chong et al., 2025).
Chong et al., 2025). Emotional exhaustion
Students experiencing burnout often report

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decreased motivation, disengagement from internet, digital devices, and conducive study
academic work, and diminished well-being. environments across socioeconomic groups.
Many Filipino students lacked stable connectivity
Research on academic burnout shows that its
or sufficient technological resources, which
symptoms extend beyond poor academic
negatively affected their ability to participate
performance. Students may experience a
meaningfully in remote learning. The shift also
pervasive lack of interest in school, difficulties
created a heavier cognitive load, as students
continuing class attendance, reduced
navigated new technologies, increased
participation in activities, and a pervasive sense
workloads, and greater self-directed study
that academic tasks are meaningless (Yang &
demands, all without the social support and
Farn). Burnout also manifests socially as affected
structure provided by traditional classrooms
students may develop negative judgments about
(Alibudbud, 2021; Barrot et al., 2021). Moreover,
themselves and others, heighten tendencies to
these pandemic learning environments have been
blame external factors for personal challenges,
linked to heightened anxiety, fatigue, and reduced
and exhibit mistrust in social interactions.
academic outcomes, further contributing to
Prolonged burnout is associated with health
students’ psychological distress.
impairments, disrupted sleep, and impaired
concentration, potentially leading to long-term Local research confirms that online learning
academic disengagement. modalities have presented significant challenges.
These include factors associated with elevated
In the Philippines, scholarship on academic
burnout among students during the pandemic
burnout remains limited, but emerging research
such as increased academic demands, prolonged
highlights its relevance. Recent studies have
screen time, and workload overload(Palma et al.,
documented moderate to high risks of burnout
2023). Such conditions are compounded by
among Filipino college students, particularly
limited teacher-student interaction and the lack
during the COVID-19 pandemic (Ramos et al.,
of immediate academic support that face-to-face
2021). Moreover, students engaged in online
education traditionally provides. These
learning have been shown to experience burnout
unprecedented disruptions to the Philippine
syndrome, underscoring the need to understand
education system underline the urgent need to
context-specific contributing factors (Robeniol,
investigate how academic burnout manifests
2023; Palma et al., 2023). Another Philippine-
among students in remote and hybrid learning
based investigation reported significant
contexts. Understanding the nature and extent of
associations between online screen media
burnout during these shifts is critical, as burnout
exposure, which is a proxy for prolonged remote
can undermine student motivation, weaken
learning, and burnout symptoms among senior
student–teacher relationships, and adversely
high students, suggesting that extended reliance
affect the overall quality of learning. Through
on digital devices during pandemic-era learning
careful examination of how pandemic-related
contributed to psychological strain.
educational practices have contributed to
The COVID-19 pandemic fundamentally burnout, this study provides insights that can
disrupted the Philippine educational system, inform strategies to improve instructional
intensifying existing structural challenges and practices, manage academic workloads, and
imposing new ones. With nationwide lockdowns support student well-being. The findings are
beginning in March 2020, in-person classes were expected to help educators and policymakers
suspended and replaced with distance learning devise interventions to mitigate burnout and
modalities, including online platforms, printed promote a more resilient and equitable learning
modules, and blended approaches. This abrupt environment.
shift, often implemented with minimal
Objectives
preparation, exacerbated inequalities in access to
education due to uneven availability of reliable The following are the objectives of the study:

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a. determine the level of academic burnout b. determine the general self-efficacy of the
experienced by the respondents, specifically on respondents during the pandemic; and
emotional exhaustion, cynicism, and academic
c. establish the significant relationship
inefficacy;
between self-efficacy and academic burnout.

Getting an insight on the academic burnout administration of the instruments, several

experienced by students in the new normal is validation procedures were undertaken to ensure
indispensable. This is crucial in order to elucidate their suitability, clarity, and cultural
on how educational practices in the new normal appropriateness for Filipino student respondents.
can be improved or reformed in order to enhance
Academic Burnout Scale. The Academic
productivity of students. Hence, the three
Burnout Scale was adapted from the Maslach
dimensions of academic burnout, the emotional
Burnout Inventory–Student Survey (MBI-SS)
exhaustion, cynicism and academic inefficacy
developed by Maslach and Jackson. The
were evaluated and were correlated with the
instrument consists of 15 items measuring three
respondents’ general self-efficacy. Through this
dimensions of academic burnout: emotional
study, educators and administrators can
exhaustion, cynicism, and academic inefficacy.
formulate policies to mitigate student burnout in
The reliability indices of the three dimensions are
the new normal.
0.70, 0.82, and 0.75 respectively.
Methodology
To ensure its appropriateness in the Philippine
a. Research Design. The descriptive- educational context, the adapted version
correlational reserach design was utilized for this underwent content validation by a panel of
study. experts. The experts evaluated the items in terms
of clarity, cultural relevance, language
b. Research Locale. The study was
appropriateness, and alignment with the local
conducted at a State University in Northern
academic setting. Minor modifications in
Luzon, Philippines.
wording were made to reflect familiar classroom
c. Sample and Sampling Procedure. The experiences and commonly used academic terms
subjects of the study were the 254 randomly among Filipino students, without altering the
selected college students who were enrolled for original constructs of the scale.
the School Year 2020- 2021.
General Self-Efficacy Scale. The General Self-
d. Methods of Data Collection. The data were Efficacy Scale was adapted from the instrument
collected using a structured questionnaire developed by Sherer et al. and was used to
administered online through Google Forms. The measure students’ generalized beliefs about their
survey link was distributed to the respondents via ability to successfully perform tasks and handle
Facebook Messenger and electronic mail to academic challenges. Similar to the burnout scale,
ensure accessibility and convenience. Prior to the the instrument was subjected to expert validation

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to determine its cultural and contextual suitability who experience the different dimensions of
for Filipino learners. The experts assessed burnout, including their general self-efficacy.
whether the items were understandable, culturally
Pearson’s correlation coefficient (r). This
sensitive, and relevant to students’ academic
was used to establish the relationship between
experiences in the Philippines. The Cronback’s
general self-efficacy and academic burnout
alpha of the scale is 0.86.
experienced by the respondents.
e. Statistical Treatment
Results and Discussion
Several statistical measures were availed of in this
Extent of Burnout experienced by the
study. These include the following:
respondents
Weighted Mean. This was used in
The Maslach Burnout Inventory Scale (MBI) was
presenting the dimensions of academic burnout
used in determining the level of burnout
experienced by the respondents.
experienced by the respondents. It contains 15
Frequency and Percent. These were used items that evaluate the three dimensions of
to present the distribution of the respondents burnout: emotional exhaustion, cynicism, and
academic inefficacy.

Emotional Exhaustion

Figure 1: Emotional Exhaustion Experienced by the Students

The findings indicate that students experience immediate concern. Although students are not
emotional exhaustion at a moderate level, with severely burned out, persistent emotional strain
feelings of being emotionally drained emerging may intensify if academic demands increase
more prominently than perceptions of studying without adequate support. The relatively low
as a serious strain. This pattern suggests that perception of strain further suggests that the
while academic demands are mentally taxing, learning environment remains largely supportive,
students generally remain capable of coping with an important consideration in the post-pandemic
routine academic activities. The overall moderate Philippine context where students continue to
level of emotional exhaustion implies that adjust to face-to-face and blended learning
emotional fatigue is present but has not escalated modalities. Preventive measures such as
to a degree that significantly disrupts academic workload monitoring, academic counseling, and
engagement or daily functioning, reflecting a stress management initiatives may help maintain
balance between academic pressure and students’ this manageable level of exhaustion and prevent
coping capacities. progression to more severe burnout.
From an educational perspective, this moderate These results are consistent with the
exhaustion signals a potential risk rather than an conceptualization of burnout as a gradual

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process, in which emotional exhaustion develops further support this pattern, showing that while
in response to sustained demands rather than students often report moderate emotional
appearing abruptly at extreme levels (Maslach & exhaustion linked to academic stress, effective
Jackson, 1981). Previous research likewise coping strategies, social support, and teacher
indicates that moderate emotional exhaustion is a guidance play a crucial role in sustaining resilience
common response to academic pressures and (Alvarez, 2021). Together, these findings
does not necessarily lead to disengagement, underscore the importance of early, supportive
particularly when protective factors are present interventions to address emotional fatigue and
(Schaufeli et al., 2002; Salmela-Aro & Read, promote students’ long-term well-being and
2017). Studies in Asian and Philippine contexts academic success.

Figure 2. Summary response of students’ emotional exhaustion

The distribution of students’ emotional sustained psychological demands on students,
exhaustion reflects varying levels of burnout, which may intensify during peak academic
with moderate exhaustion emerging as the most periods if left unaddressed.
prevalent experience. Nearly half of the
These findings underscore the importance of
respondents reported moderate emotional
maintaining a balanced academic environment
exhaustion, indicating that emotional fatigue is a
that combines academic rigor with attention to
common response to academic demands but
students’ emotional well-being. Preventive and
remains generally manageable for most students.
early intervention strategies such as counseling
At the same time, a small group reported no
services, workload regulation, and mental health
emotional exhaustion, suggesting the presence of
awareness programs are particularly critical for
effective coping strategies, supportive learning
students experiencing high levels of exhaustion.
environments, and personal resilience that buffer
At the same time, strengthening protective
academic stress.
factors observed among students who report no
Of particular concern is the subgroup of students exhaustion, including supportive teacher–student
who reported very strong emotional exhaustion. relationships and effective self-regulation, may
Although representing a minority, their frequent help mitigate burnout risk across the broader
experience of emotional fatigue signals student population.
heightened vulnerability to more severe burnout
The results are consistent with the
outcomes, including disengagement, reduced
conceptualization of emotional exhaustion as the
academic performance, and psychological
core dimension of burnout that often manifests
distress. This pattern suggests that while
at moderate levels before escalating into more
emotional exhaustion is not pervasive across the
severe outcomes (Maslach, Schaufeli, & Leiter,
student population, a high-risk group exists that
2001). Prior research similarly shows that many
requires timely and targeted support. The
students experience moderate emotional
predominance of moderate exhaustion further
exhaustion without disengaging from their
implies that routine academic pressures place

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studies (Schaufeli et al., 2002), while those with prolonged demands can heighten emotional
persistently high exhaustion are more likely to exhaustion among vulnerable students (Serafica
exhibit reduced engagement and psychological & Muria, 2023; Datu & Mateo, 2020). These
distress (Salmela-Aro & Upadyaya, 2013). findings reinforce the need for proactive
Philippine-based studies further highlight the role institutional responses to address emotional
of resilience and institutional support in buffering exhaustion before it progresses to more severe
academic stress, while emphasizing that burnout.

CYNICISM

Figure 3. Level of Cynicism Experienced by the Respondents

Figure 3 indicates that cynicism among the Nevertheless, the occasional experience of mild
respondents is very mild, suggesting that students pessimism highlights the need for preventive
generally maintain positive, engaged attitudes efforts to sustain positive academic orientations.
toward their studies. Indicators of reduced Educational institutions may strengthen
enthusiasm, pessimism about the usefulness of meaningful learning experiences, academic
studies, and doubts about academic significance advising, and career guidance to reinforce
were reported infrequently, while loss of interest students’ perception of relevance and purpose.
since enrollment was least evident. The low These results are consistent with burnout
overall level of cynicism implies that emotional frameworks describing cynicism as a later-stage
distancing from academic work occurs only distancing response that typically follows
occasionally and has not become a persistent emotional exhaustion (Maslach & Jackson, 1981;
pattern. This minimal level of cynicism has Maslach, Schaufeli, & Leiter, 2001). Prior
important implications for student engagement research likewise shows that low cynicism is
and institutional practice. Low cynicism suggests associated with stronger engagement and
that students continue to perceive meaning, perceived meaningfulness of studies (Schaufeli et
relevance, and personal value in their academic al., 2002; Salmela-Aro & Upadyaya, 2013).
pursuits, which is critical for sustaining Philippine-based studies further emphasize the
motivation and commitment. Since cynicism is protective role of purpose, supportive teacher
often viewed as a precursor to disengagement relationships, and culturally responsive learning
and declining performance when it intensifies, its environments in minimizing student cynicism
very mild presence indicates a generally healthy (Datu, Yuen, & Chen, 2018; Serafica & Muria,
academic climate. The findings further suggest 2023). These findings indicate that students
that the learning environment may be sufficiently exhibit healthy levels of academic engagement
supportive and motivating to help students and a generally positive orientation toward
manage academic pressures without developing learning.
negative or detached attitudes.

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Figure 4. Summary response of students’ cynicism

The distribution of students’ cynicism reflects a may also intensify over time, potentially
generally low to moderate level of emotional undermining motivation, academic performance,
distancing from academic work, with most and well-being. These findings are consistent
respondents reporting either very mild or with the burnout framework that conceptualizes
moderate cynicism. For the largest group, cynicism as a coping response characterized by
reduced interest or pessimism toward studies emotional distancing in the face of prolonged
occurs infrequently and remains manageable, stress (Maslach, Schaufeli, & Leiter, 2001). Prior
indicating that students largely retain a sense of research likewise shows that low to moderate
meaning and engagement in their academic tasks. cynicism can coexist with continued academic
At the same time, nearly one-third of the engagement, whereas high cynicism predicts
respondents reported moderate cynicism, disengagement and poorer academic outcomes
suggesting periodic disengagement that may stem (Schaufeli et al., 2002; Salmela-Aro & Upadyaya,
from academic pressure, workload, or 2013). In the Philippine context, studies
motivational challenges. However, the small but emphasize that perceived meaning in studies,
significant subgroup of students who reported supportive teacher–student relationships, and a
very strong cynicism is of particular concern. positive academic climate play protective roles in
Persistent pessimism and detachment among minimizing cynicism among learners (Datu,
these students signal a heightened risk of Yuen, & Chen, 2018 Serafica & Muria, 2023).
sustained disengagement and progression to These findings suggest that while cynicism is
more severe forms of academic burnout. While largely contained, proactive institutional
the overall pattern suggests a generally positive strategies such as mentoring, academic advising,
academic orientation, the presence of this high- and meaningful, student-centered instruction are
risk group highlights the need for early essential to prevent its escalation among
identification and targeted support. Without vulnerable students.
timely intervention, moderate levels of cynicism

Academic Inefficacy

Figure 5. Level of Academic Inefficacy Among the Respondents

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Figure 5 indicates that academic inefficacy among ensure that confidence is sustained as academic
the respondents is very mild, reflecting a generally demands increase. These findings are consistent
positive self-evaluation of academic competence with burnout theory, which conceptualizes
and productivity. Students reported only reduced personal accomplishment as a later-stage
occasional doubts about their effectiveness and dimension that remains low when individuals
contribution during class, while negative self- perceive themselves as effective and competent
perceptions, lack of interest in learning, and (Maslach, Schaufeli, & Leiter, 2001). They are
inability to solve academic problems were further supported by self-efficacy theory, which
minimal. The very low overall mean suggests that emphasizes that strong efficacy beliefs promote
most respondents perceive themselves as capable persistence, resilience, and effective coping
learners who can address academic challenges (Bandura, 1997). Empirical studies likewise
effectively, indicating resilience and adaptive demonstrate that higher self-efficacy is associated
learning behaviors. This minimal level of with lower levels of academic burnout,
academic inefficacy functions as a protective particularly academic inefficacy (Schaufeli et al.,
factor against burnout, as students who view 2002; Salmela-Aro & Upadyaya, 2013).
themselves as competent are more likely to Philippine-based research similarly highlights the
remain motivated and engaged. The results role of self-efficacy in fostering persistence and
suggest that respondents are able to connect their adaptive coping among students (Galan, 2011).
academic experiences with personal growth and These findings underscore the importance of
goal attainment, thereby buffering against instructional practices that strengthen self-
feelings of reduced personal accomplishment. efficacy and mastery experiences to sustain
Although inefficacy is generally low, the presence students’ confidence and prevent the progression
of occasional self-doubt highlights the of burnout.
importance of continuous academic support to

Figure 6. Summary response of students’ academic inefficacy

The distribution of students’ academic inefficacy demanding periods. A small but significant
indicates a generally low to moderate level of subgroup reported very strong inefficacy,
reduced personal accomplishment, with most signaling heightened vulnerability to persistent
respondents maintaining a positive sense of stress and burnout progression. These findings
academic competence. The largest proportion of suggest that occasional feelings of inefficacy are a
students reported very mild inefficacy, suggesting normal response to academic challenges and do
that doubts about academic ability occur not necessarily indicate disengagement.
infrequently and are manageable, while a notable Nonetheless, the presence of moderate inefficacy
group reported never experiencing inefficacy, among a substantial proportion of students
reflecting strong self-confidence. However, more highlights the need for continuous academic
than one-fourth of the respondents experienced support, as recurring doubts may gradually
moderate academic inefficacy, indicating periodic undermine motivation and persistence. Students
self-doubt that may arise during academically experiencing very strong inefficacy require

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targeted interventions, including mentoring, skills academic contexts (Bandura, 1997). Empirical
training, and individualized feedback, to rebuild studies likewise demonstrate that higher
confidence and prevent negative effects on academic self-efficacy is associated with lower
performance and well-being. The results are burnout, particularly inefficacy (Schaufeli et al.,
consistent with burnout theory, which 2002; Salmela-Aro & Upadyaya, 2013).
conceptualizes reduced personal Philippine-based research similarly highlights the
accomplishment as a dimension that intensifies role of self-efficacy in promoting persistence and
when individuals perceive themselves as adaptive coping among students (Galan, 2011).
ineffective (Maslach, Schaufeli, & Leiter, 2001). These findings underscore the importance of
They are further supported by self-efficacy instructional and support practices that
theory, which emphasizes that strong efficacy strengthen students’ sense of competence to
beliefs foster resilience and persistence in prevent the escalation of academic burnout.

Figure 7. Summary of the dimensions of burnout experienced by the respondents

The overall burnout profile of the respondents buffer the impact of emotional fatigue. This
indicates a generally low level of academic pattern implies that the learning environment and
burnout, with clear variation across its three available support systems may be effective in
dimensions. Emotional exhaustion emerged as preventing emotional strain from escalating into
the most prominent dimension, reflecting full burnout. From an educational standpoint, the
moderate emotional fatigue associated with findings highlight the importance of early and
academic demands. In contrast, cynicism and preventive interventions focused on reducing
academic inefficacy remained at very mild levels, emotional exhaustion. Strategies such as
suggesting that students largely sustain positive reasonable workload management, academic
attitudes toward their studies and continue to counseling, stress management initiatives, and
perceive themselves as academically capable. supportive teacher practices may help alleviate
These findings indicate that while students emotional fatigue and prevent its progression. At
experience noticeable emotional strain, burnout the same time, sustaining student engagement
has not progressed to a severe or debilitating and self-efficacy remains critical, as these factors
level. The predominance of emotional appear to mitigate the development of cynicism
exhaustion relative to the other dimensions aligns and inefficacy. The results are consistent with
with theoretical models of burnout, which posit established burnout research showing that
that exhaustion typically develops first and may moderate emotional exhaustion can occur
precede cynicism and reduced personal independently of high cynicism and inefficacy,
accomplishment if stressors persist. In this study, particularly in contexts where protective factors
however, the very mild levels of cynicism and are present. Philippine-based studies similarly
academic inefficacy suggest that students’ emphasize the role of resilience, social support,
engagement, sense of purpose, and self- and adaptive coping in limiting burnout severity.
confidence function as protective factors that The findings suggest that while emotional

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exhaustion warrants attention, students’ generally foundation for preventing more serious burnout
positive academic orientation provides a strong outcomes.

Figure 8. Level of General Self-Efficacy among Respondents

The findings indicate that respondents conditions, highlighting the need for supportive
demonstrate a moderate level of general self- learning environments that provide mastery
efficacy, reflecting a balanced belief in their experiences and constructive feedback.
capacity to manage challenges, persist toward
The results also help explain the generally low
goals, and adapt to unexpected situations.
levels of cynicism and academic inefficacy
Students strongly endorsed effort-based problem
observed among the respondents, given the
solving and perseverance, suggesting that they
established negative relationship between self-
view personal effort as central to overcoming
efficacy and burnout. Strengthening students’
difficulties. The overall mean score indicates
self-efficacy may further reduce emotional
confidence in influencing outcomes and
exhaustion and enhance resilience, particularly
performing tasks effectively, pointing to a
through instructional strategies that emphasize
realistic appraisal of personal capability. This
goal-setting, problem-solving, and reflective
moderate self-efficacy has important implications
learning. These findings are supported by
for academic functioning and well-being.
empirical evidence showing that moderate to
Consistent with Bandura’s social cognitive
high self-efficacy is associated with adaptive
theory, students who believe in their capabilities
coping, persistence, and effective problem-
are more likely to persist in challenging tasks,
solving (Schwarzer & Jerusalem, 1995), as well as
regulate their learning behaviors, and remain
higher academic motivation and lower burnout,
resilient when faced with difficulties (Bandura,
especially academic inefficacy (Pajares, 2002;
1997). However, the absence of very high self-
Schaufeli et al., 2002).
efficacy suggests that some students may still
experience self-doubt under highly demanding

Figure 9. Summary response of students’ general self-efficacy

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The findings indicate that students’ general self- development, and constructive feedback.
efficacy is predominantly moderate to high, with Strengthening self-efficacy across the student
more than half of the respondents reporting population may also help buffer against burnout,
moderate confidence in their ability to manage particularly emotional exhaustion and academic
tasks and challenges, and nearly one-fourth inefficacy.
expressing strong conviction in their capabilities.
These findings are well supported by Bandura’s
This pattern suggests that most students possess
(1997) social cognitive theory, which emphasizes
a functional level of self-belief that supports
the role of self-efficacy in shaping motivation,
effort, persistence, and adaptive coping, even if
persistence, and emotional responses to
confidence is not absolute. However, the
challenges. Empirical studies similarly show that
presence of a small group with low self-efficacy
moderate to high self-efficacy is associated with
highlights a vulnerable segment of students who
effective coping and resilience (Schwarzer &
may experience doubts about their competence,
Jerusalem, 1995), higher motivation and
potentially undermining motivation and
achievement, and lower burnout, particularly
academic engagement.
academic inefficacy (Schaufeli et al., 2002).
These results have important educational Further evidence indicates that strong self-beliefs
implications. Moderate self-efficacy appears reduce vulnerability to burnout even under
sufficient to help most students cope with academic pressure (Salmela-Aro & Upadyaya,
academic demands, though it may not fully shield 2013). In the Philippine context, research likewise
them from stress during highly demanding highlights that students with higher self-efficacy
periods. Students with high self-efficacy are likely exhibit greater academic engagement and
to demonstrate greater resilience and sustained resilience (Datu & Yuen, 2018), reinforcing the
engagement and may serve as positive models conclusion that fostering students’ confidence in
within collaborative learning contexts. their abilities is essential for both academic
Conversely, students with low self-efficacy are at success and well-being.
greater risk of avoidance, poorer performance,
Relationship between the respondents’
and psychological distress, underscoring the need
general self-efficacy and academic burnout
for targeted support through mentoring, skills

Table 1. Correlation between self-efficacy and academic burnout

Variables M SD r p
Self-Efficacy 2.91 0.57 -0.29 <.001
Academic Burnout 2.34 0.63

The table shows the relationship between When considered alongside the descriptive
students’ general self-efficacy and academic findings, this relationship becomes more
burnout and found a significant negative meaningful. The respondents demonstrated
correlation between the two variables (r = −0.29, moderate self-efficacy, moderate levels of
p < .001). This indicates that as students’ self- emotional exhaustion, and very mild levels of
efficacy increases, their level of academic burnout cynicism and academic inefficacy. This pattern
tends to decrease. Although the strength of the suggests that students who believe in their ability
correlation is small to moderate, the association to handle academic challenges are better
is statistically significant, underscoring the protected from developing negative attitudes
important role of self-beliefs in students’ burnout toward their studies and feelings of
experiences. incompetence, even when they experience some

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degree of emotional fatigue. In this sense, self- determining the level of burnout among the
efficacy appears to function as a psychological respondents.
buffer, preventing emotional exhaustion from
On the aggregate level, the respondents did not
escalating into more severe burnout dimensions.
show the impression to be experiencing burnout.
The findings align with Bandura’s (1997) social However, there were few of them who revealed
cognitive theory, which posits that individuals that they experienced burnout which means very
with stronger self-efficacy are more resilient, strong exhaustion, cynicism and academic
persistent, and adaptive in the face of stressors. inefficacy.
Students who trust their capacity to solve
Furthermore, on the general self-efficacy of the
problems and achieve goals are less likely to
respondents, it was revealed that majority of
interpret academic demands as overwhelming or
them moderately believe about their capabilities
threatening. Consequently, they experience lower
to produce a specified levels of performance that
burnout symptoms. Similarly, Schaufeli et al.
influences over events that affect their lives.
(2002) and Salmela-Aro and Upadyaya (2013)
However, there were few who accepted the
reported that higher self-efficacy is associated
feeling of low self-efficacy.
with lower levels of exhaustion, cynicism, and
academic inefficacy among students. Moreover, the respondents’ general self-efficacy
is significantly related to academic burnout,
The observed correlation is also consistent with
hence the former is a predictor of academic
studies in the Philippine context. Research by
burnout.
Datu and Yuen (2018) and Serafica & Muria
(2023) showed that Filipino students with Recommendations
stronger self-beliefs demonstrate greater In view of the findings surfaced at, the following
academic engagement and emotional resilience, are hereby recommended:
which reduces vulnerability to burnout. The
present findings further support these 1. Reduce academic burnout by helping students
conclusions, suggesting that even moderate levels improve their academic achievement and
of self-efficacy can meaningfully mitigate learning motivation especially in the new
burnout among learners. The results imply that normal where consultation to teachers is very
interventions aimed at strengthening students’ minimal.
self-efficacy such as mastery-oriented instruction, 2. Provide more alternative assessment of
constructive feedback, and supportive teacher– students’ work to widen their repertoire of
student relationships may be effective in reducing academic achievement.
academic burnout. Hence, if teachers foster
3. The school may devise programs that involve
confidence in their capabilities, schools can help
students in extracurricular activities where
students manage academic demands more
they can enrich their academic lives and
adaptively and sustain both well-being and
collaborate with other students. These are
engagement.
significant ways and means for them to have
Conclusion diversions for their immnesne academic
Academic burnout is a three dimensional workload.
syndrome which includes emotional exhaustion, 4. Since there is no face to face interaction
cynicism and academic inefficacy. The Maslach during the pandemic, academic advising
Burnout Inventory Scale (MBI) was used in should be observed to appropriately guide
them on their tasks.

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