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<p>Burnout negatively impacts academic achievement, while high engagement and resilience promote better performance among secondary students. Targeted interventions can enhance these factors for improved student success. The study explored how burnout, engagement and resilience influenced the academic achievement of secondary school students. A cross-sectional survey was conducted. From the total population, 395 students were selected by using a stratified sampling method and Pearson correlations and multiple regression analysis were employed to determine whether burnout, engagement, and resilience significantly predicted students’ academic achievement. The findings showed that burnout and resilience were important predictors of academic achievement. Students who were less cynical and more emotionally and mentally engaged in their learning tended to do better. Interestingly, Feeling emotionally drained can push students to work harder, which may briefly improve their academic performance. Furthermore, the coping strategies they cultivate can boost their focus and critical thinking skills, which further enhance their learning experiences. The study revealed that religion, a resilience factor, exerted the most substantial positive influence on academic performance (β = 0.12, t = 3.71, <i>p</i> &lt; 0.01, approximate 95% CI [0.057, 0.183]), indicating a link between religious engagement and improved academic results. Burnout factors also played a significant role, with emotional exhaustion showing a positive correlation (β = 0.10, t = 2.73, <i>p</i> = 0.01, approximate 95% CI [0.027, 0.173]) and cynicism demonstrating a negative association (β = -0.07, t = -2.64, <i>p</i> &lt; 0.01, approximate 95% CI [-0.123, -0.017]). These beta coefficients, representing standardized effect sizes, highlight the relative strength and direction of each factor’s impact on academic performance. Stepwise regression showed that religion (resilience), emotional exhaustion (burnout), and cynicism (burnout) significantly predicted academic performance, with religion having the strongest positive influence. The model, while statistically significant, only explained 15% of the variance in academic performance, suggesting other factors also play a substantial role. To improve student well-being, schools should implement targeted resilience training programs (e.g., stress management, coping skills training) and spiritual support services (e.g., spiritual guidance, meditation spaces), tailored to the specific needs of the student population. Simultaneously, schools should actively cultivate positive teacher-student relationships to foster a supportive and empathetic learning environment. Regular assessments of student stress levels and the establishment of peer support networks can provide further support in reducing burnout. Also, raising awareness of mental health resources and involving parents in the process can create a more supportive environment for academic success.</p>

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Burnout, Engagement and Resilience as Predictors of Students’ Academic Achievement Among Secondary Students in Amhara Region, Ethiopia

  • 期刊论文

  • 发表日期：

    2025年9月20日

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  • Yordanos Yibeltal Yedemie

摘要

Burnout negatively impacts academic achievement, while high engagement and resilience promote better performance among secondary students. Targeted interventions can enhance these factors for improved student success. The study explored how burnout, engagement and resilience influenced the academic achievement of secondary school students. A cross-sectional survey was conducted. From the total population, 395 students were selected by using a stratified sampling method and Pearson correlations and multiple regression analysis were employed to determine whether burnout, engagement, and resilience significantly predicted students’ academic achievement. The findings showed that burnout and resilience were important predictors of academic achievement. Students who were less cynical and more emotionally and mentally engaged in their learning tended to do better. Interestingly, Feeling emotionally drained can push students to work harder, which may briefly improve their academic performance. Furthermore, the coping strategies they cultivate can boost their focus and critical thinking skills, which further enhance their learning experiences. The study revealed that religion, a resilience factor, exerted the most substantial positive influence on academic performance (β = 0.12, t = 3.71, p < 0.01, approximate 95% CI [0.057, 0.183]), indicating a link between religious engagement and improved academic results. Burnout factors also played a significant role, with emotional exhaustion showing a positive correlation (β = 0.10, t = 2.73, p = 0.01, approximate 95% CI [0.027, 0.173]) and cynicism demonstrating a negative association (β = -0.07, t = -2.64, p < 0.01, approximate 95% CI [-0.123, -0.017]). These beta coefficients, representing standardized effect sizes, highlight the relative strength and direction of each factor’s impact on academic performance. Stepwise regression showed that religion (resilience), emotional exhaustion (burnout), and cynicism (burnout) significantly predicted academic performance, with religion having the strongest positive influence. The model, while statistically significant, only explained 15% of the variance in academic performance, suggesting other factors also play a substantial role. To improve student well-being, schools should implement targeted resilience training programs (e.g., stress management, coping skills training) and spiritual support services (e.g., spiritual guidance, meditation spaces), tailored to the specific needs of the student population. Simultaneously, schools should actively cultivate positive teacher-student relationships to foster a supportive and empathetic learning environment. Regular assessments of student stress levels and the establishment of peer support networks can provide further support in reducing burnout. Also, raising awareness of mental health resources and involving parents in the process can create a more supportive environment for academic success.