Academic self-efficacy, self-compassion and burnout in students

This study examined the mediating effect of academic self-efficacy on the relationship between self-compassion and academic burnout. The moderating effect of parenting styles on the relationship between self-compassion and academic burnout was also examined. A total of 231 Singapore university students participated in the study. Participants were invited to complete five questionnaires: Student Self-Efficacy Scale (Rowbotham & Schmitz, 2013), the Oldenburg Burnout Inventory – Student Version (OLBI-S), Self-Compassion Scale-SF (Raes et al., 2011), the Parental Bonding Instrument (Parker et al., 1979), and the Student Retention and Career Progression Form. Results indicated that academic self-efficacy partially mediated the relationship between self-compassion and exhaustion (i.e., a subscale of academic burnout). Additionally, academic self-efficacy fully mediated the relationship between self-compassion and disengagement (i.e., a subscale of academic burnout). However, parenting styles did not moderate the relationship between self-compassion and academic burnout. Academic burnout predicted both the number of modules students dropped and the number of assignments students failed to submit. The results suggest the importance of academic institutions supporting students and building up their academic self-efficacy. The results also shed light on small but tangible behaviours that may be observed when students experience academic burnout. Limitations and future directions are discussed.

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2021 AusPLAT Australian Psychology Learning and Teaching Conference

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