UNDERSTANDING ACADEMIC BURNOUT AMONG UNDERGRADUATE STUDENTS INVOLVED IN CAMPUS ORGANIZATIONS

Abstrak

This study investigates the influence of social support and self-efficacy on academic burnout among undergraduate students actively engaged in student organizations across several higher education institutions in Banjarmasin. A quantitative research approach was employed, involving 200 undergraduate students who actively participated in student organizations and were selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed using multiple linear regression. The findings demonstrate that both social support and self-efficacy have significant negative effects on academic burnout. Students who receive stronger support from family, peers, and fellow organization members tend to experience lower levels of academic burnout. Similarly, students with higher self-efficacy are better equipped to manage academic demands, overcome challenges, and maintain emotional stability. Furthermore, social support and self-efficacy simultaneously have a significant effect on academic burnout, indicating that students’ vulnerability to burnout is influenced by both external social resources and internal psychological capabilities. These findings underscore the importance of developing supportive social environments and strengthening students’ self-efficacy as strategies for mitigating academic burnout and maintaining a healthy balance between academic responsibilities and organizational involvement.

Kata Kunci