DCP 5 (2) (2024)

Developmental and Clinical Psychology

[Link]

Peer Social Support and Resilience as Determining Factors of

Academic Burnout in College Students

Ananda Eka Puspaningrum1, Arcivid Chorynia Ruby2

12 Department of Psychology, Universitas Muria Kudus, Indonesia

Keywords Abstract
_______________________ __________________________________________________________________________________________
Academic burnout, Academic burnout is a significant issue among students, characterized by
peer social support, emotional exhaustion, depersonalization, and feelings of incompetence in
resilience. academic tasks, often caused by chronic stress. The relevance of this issue is
_____________________________ highlighted by the role of peer social support and resilience as independent
variables influencing academic burnout. This study aims to evaluate the
relationship between peer social support and resilience on academic burnout
among students. The research sample consisted of 381 students selected
through quota sampling. Data were collected using Likert scales, including
scales for academic burnout, peer social support, and resilience. The analysis
results show a correlation coefficient rx12y of 0.354 with a significance of 0.001
(p<0.01), and an effective contribution of 12.5%, indicating a significant
relationship between peer social support and resilience on academic burnout.
Further analysis shows that peer social support has a significant positive
correlation with academic burnout (rx1y = 0.348, p<0.01), while resilience does
not show a significant relationship with academic burnout (rx2y = 0.134,
p>0.05). In conclusion, peer social support is significantly associated with
academic burnout, while resilience does not have a significant impact. These
results indicate that academic pressure and heavy workloads influencing
academic burnout. Additionally, social pressure and competition within the
educational system can also affect the levels of academic burnout. Universities
need to develop intervention programs that not only focus on social support
and resilience but also on stress and time management skills for their students.

© (2024) Universitas Negeri Semarang


Email correspondence: anandaekaaaa@[Link] PISSN 2252-6358

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INTRODUCTION
College students are defined as individuals pursuing higher education at
various institutions such as universities, colleges, and academies (Anggraini &
Desiningrum, 2018). As the primary subjects in the educational system, students
have the responsibility to study various subjects, complete assignments, and achieve
good academic results to enhance their knowledge and skills (Husna et al., 2014).
According to Chan (2016), another goal for students is to obtain a degree to secure
a job after completing their education. In their effort to achieve these goals, students
often face high workloads and pressures that can lead to exhaustion and loss of
motivation (Dinata & Fikry, 2023). Fatigue and lack of motivation in academic
settings are closely linked to the psychological term academic burnout.
Academic burnout is a significant problem among students, characterized by
emotional exhaustion, depersonalization, and a sense of incompetence in academic
tasks (Arlinkasari & Akmal, 2017). This condition is often caused by chronic stress
in the academic context. Research by Ramadhan et al. (2022) shows that 81.9% of
participants experienced moderate levels of academic burnout. Another study by
Amarsa et al. (2023) found that 73.3% (77 students) experienced moderate
academic burnout. These studies indicate that students are a group vulnerable to
academic burnout.
Students face unique challenges compared to other educational groups, such
as the need to develop new learning techniques, learn more independently, and face
many uncertainties (Capone et al., 2020). Students are not only required to have
technical skills but also mental toughness, strength, and specific character traits.
Students deal with various demands and obstacles such as simultaneous
assignments, practical work, study load requirements, and thesis writing (Gatari,
2020).
Caught in a continuous cycle of doing assignments, attending classes, and
preparing for exams, students often sacrifice rest time, sleep, and recreational
activities to achieve the "ideal" results (Tsabita et al., 2023). Pine dan Kafry (Lian et
al., 2014) found that students experience higher levels of exhaustion compared to
social workers. As a result, students may feel bored and lack interest in studying
(Lian et al., 2014). Freudenberger and Richelson (Khairani and Ifdil, 2015) state that
people who experience burnout are usually those who were initially enthusiastic.
Those suffering from burnout generally have high aspirations, enthusiasm, and
strong moral and work ethics. However, Slivar (Lian et al., 2014) argues that too
high expectations lead to pressure, resulting in anxiety and exhaustion.
Students who continuously experience exhaustion due to academic demands
may develop academic burnout (Sumarni et al., 2021). Academic burnout is
characterized by fatigue due to learning demands, lack of engagement with tasks,
and feelings of incompetence (Lathifah et al., 2023). Academic burnout explains
psychological aspects such as stress and pressure experienced by students during

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their learning process. This also describes emotional exhaustion, a tendency

towards depersonalization, and feelings of low personal accomplishment (Orpina &
Prahara, 2019).
According to Safitri and Dewi (2020), academic demands require students to
complete many tasks and meet deadlines in a short time. Academic burnout can also
result from personal issues such as difficulties in social relationships (Permatasari
et al., 2021). Students are in a phase that demands independence and readiness to
face academic tasks, making resilience important for continuing their education
(Durso et al., 2021). Resilience is a mechanism that allows individuals to stay strong
despite adversity (Supadi et al., 2021).
Students who lack resilience are likely to find it harder to handle academic
pressure and failure during their studies. Research by Redityani and Susilawati
(2021) shows that resilience compensates for the negative impact of burnout on
students. Resilience helps improve mental and academic well-being. Thus, it is
essential for students to develop resilience to overcome pressure and difficulties
during their studies (Uyanne, 2021).
Apart from resilience, social support is also important and can be obtained
from peers (Tri & Hartati, 2013). Peer support may include emotional,
informational, or instrumental support from friends to reduce stress and enhance
personal well-being (Pangestu & Nurhadianti, 2024). Peers often understand
students' emotions and experiences due to their similar age and developmental
stage (Andriani et al., 2020). Research by Liu and Cao (2022) suggests that the
relationship between stress and academic burnout may be mediated by social
support. Social support can help reduce stress and academic burnout in students.
Based on initial questionnaires and interviews conducted with 60 students, the
results showed that 58.3% (or 35 out of 60 respondents) experienced academic
burnout. Interviews revealed that the causes of academic burnout included difficulty
keeping up with classes, dissatisfaction with campus facilities, excessive
assignments, and perceived inability to complete tasks. Many students lacked clarity
in their academic goals and lost the motivation to excel. Other causes included the
demand to interact with many people for assignments and presentations, as well as
the perceived difficulty of some courses, which led to a loss of interest in mandatory
subjects. Although resilience and social support have been studied before, it is
important to research them again as academic and social dynamics may change over
time. This study aims to update and deepen our understanding of how peer social
support and resilience affect academic burnout in students.

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METHOD
Design
This study uses a quantitative approach with a correlational design to
understand the relationship between peer social support and resilience as
determining factors of academic burnout among active students at Universitas
Muria Kudus. A correlational study determines the direction and strength of
relationships between the variables being studied (Azwar, 2017).

Participants
The research sample consisted of 381 students from Universitas Muria Kudus.
The sampling method used was quota sampling, a technique where a certain number
of individuals are selected to represent the overall characteristics of the population
(Azwar, 2017). The participants were students enrolled from the 1-7 semester.

Instruments
a. Academic Burnout
The instrument used to measure academic burnout was based on the
dimensions proposed by Schaufeli et al. (2002). This instrument includes
three main dimensi ons:

Table 1
Blue Print Academic Burnout Scale
Number of Items
No Dimension Example Item Validity Range
Fav Unfav
1. Exhaustion 6 1 I find it difficult to maintain 0,410 – 0,747
productivity in my
coursework
2. Cynicsm 12 2 I often feel isolated or
uncomfortable when on
campus
3. Reduced 5 4 I feel that my abilities and
Academic knowledge are insufficient
Efficacy to achieve academic goals

b. Peer Social Support

The peer social support scale is based on aspects Sarafino and Smith
(2011) described. This instrument measures four aspects:

Table 2
Blue Peer Social Support Scale
Number of
No Aspect Items Example Item Validity Range
Fav Unfav
1. Emotional of 6 3 I feel disappointed 0,371 – 0,674
Esteem Support when my friends do
not pay attention
when I complain about
something

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2. Tangible or 4 2 My friends are willing

Instrumental to help me when I
Support need subjects for
assignments
3. Informational 5 - My friends are always
Support ready to give me
advice and guidance
4. Companionship 7 3 I have friends who
Support share common
interests with me

c. Resilience
The resilience scale is based on aspects proposed by Reivich & Shatte
(Olson, 2007). This instrument measures seven aspects:

Table 3
Blue Print Resilience Scale
Number of
No Aspect Items Example Item Validity Range
Fav Unfav
1. Emotional 3 1 I can control my anger 0,480 – 0,670
Regulation when I am upset to
avoid an outburst
2. Impulse Control 2 1 I strive to complete my
tasks before the
deadline
3. Causal Analysis 4 2 I can identify the
source of the problems
I face
4. Self Efficacy 5 - I am confident in my
ability to work
effectively in group
tasks
5. Realistic 2 1 I believe that my
Optimism future will be better
6. Empathy 2 1 I can read facial
expressions to
understand what
others are feeling
7. Achievement 4 1 I am able to see the
good in every situation

Procedure
This study utilized a distribution scale to measure academic burnout, peer
social support, and resilience. Data collection took place from July 27th to July 29th,
2023, using Google Forms as the online distribution platform. This platform was
chosen for its ability to speed up data collection and provide respondents with easy
access. The study subjects comprised 381 students from Universitas Muria Kudus,
selected using the quota sampling technique based on a determined quota using the
Slovin formula. The Google Forms questionnaire was divided into seven sections. In
the first section, respondents were asked to provide personal information such as

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name, gender, faculty, and WhatsApp number. The second and third sections
contained 15-item scales for academic burnout, while the fourth and fifth sections
contained 15-item scales for peer social support. The sixth and seventh sections
contained 15-item scales for resilience.

Data analysis
Once the scales were completed, the collected data were evaluated based on
predetermined scores. The results were then processed using IBM SPSS Statistics
version 15 for Windows. The hypothesis was that a relationship exists between peer
social support and resilience and academic burnout among students.

RESULT
This section presents demographic data from the 381 students who
participated in the study. Table 4 shows the demographic characteristics of the
respondents, including gender and field of study:

Table 4
Respondent Demographic Data
Demographics Number of Respondents Percentage
Gender Female 228 59,84%
Male 153 40.16%
Field of Study Psychology 57 14,96%
Law 28 7,35%
Agrotechnology 22 5,77%
PBSI (Indonesian Language 13 3,41%
and Literature Education)
PBI (English Education) 24 6,3%
PGSD (Primary School 20 5,25%
Teacher Education)
Mathematics Education 26 6,82%
Guidance and Counseling 15 3,94%
Accounting 50 13,12%
Management 46 12,07%
Mechanical Engineering 21 5,51%
Electrical Engineering 15 3,94%
Industrial Engineering 10 2,62%
Informatics Engineering 23 6,04%
Information Systems 11 2,89%

Most respondents were female, accounting for 59.84%, while 40.16% were
male. The majority of respondents came from the Psychology program (14.96%).

Hypotheses Testing
Major Hypotheses
SPSS software was used to analyze the regression with two predictors using
correlation techniques to test the main hypothesis. The results obtained are as
follows:

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Tabel 5
Major Hypotheses Testing Result
R R Square F p-value
0,354 0,125 7,585 0,001

The regression analysis results show a significance level 0.001 (p < 0.01) with
rx12y of 0.354. This means there is a very significant relationship between X1 (peer
social support) and X2 (resilience) with Y (academic burnout), with a practical
contribution of 12.5%.

Minor Hypotheses
1. Correlation Between Peer Social Support and Academic Burnout

Table 6
Correlation Between Peer Social Support and Academic Burnout
Variable r R Squared p-value
Peer Social Support – Academic Burnout 0,348 0,121 0,000

Based on the table above regarding the product-moment test, it is known that
peer social support and academic burnout show a correlation coefficient of rx1y of
0.348 with p of 0.000 (p < 0.01). This indicates a very significant positive
relationship between X1 (peer social support) and Y (academic burnout). The higher
the peer social support, the higher the academic burnout, and vice versa, the lower
the peer social support, the lower the academic burnout.

2. Correlation Between Resilience and Academic Burnout

Table 7
Correlation Between Resilience and Academic Burnout
Variable r R Squared p-value
Resilience – Academic Burnout 0,134 0,018 0,083

Based on the table above regarding the product-moment test, the correlation
between resilience and academic burnout shows a correlation coefficient of rx2y of
0.134 with p of 0.083 (p > 0.05). This means there is no significant relationship
between X2 (resilience) and Y (academic burnout). Whether resilience is high or low
does not significantly affect academic burnout.

DISCUSSION
The balance between academic and personal life that is often disrupted leads
to academic burnout. Someone experiencing academic burnout feels emotional
exhaustion, loses interest, and feels ineffective in their academic endeavors
(Muflihah & Savira, 2021). The results of this study show a significant relationship
between peer social support and resilience with academic burnout. It was found that
peer social support and resilience only account for 12.5% of the variance in

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academic burnout among students, as indicated by a correlation value of 0.354 with

a p-value of 0.001 (p < 0.01). This means that 87.5% of academic burnout is caused
by other factors. Academic burnout is not only influenced by social support from
peers and resilience; many other factors play significant roles. One of the main
causes is academic pressure and the high workload. Students are often faced with a
busy schedule, accumulating tasks, and tight deadlines, all of which can cause stress
and exhaustion (Rostiana et al., 2023).
Further analysis reveals a very significant positive relationship between peer
social support and academic burnout, with a correlation value of 0.348 and a p-value
of 0.000 (p < 0.01). This means that the higher the peer social support, the higher
the academic burnout experienced by students. This finding suggests that while peer
social support is generally considered helpful, in some cases, it may increase social
pressure, contributing to burnout. Students may feel the need to excel in order to be
accepted in their peer group, adding mental and physical burdens. Moreover, in a
competitive academic environment, peer support can become a source of
competition where students feel the need to compete with their peers to gain the
same recognition or achievements. This kind of pressure can exacerbate feelings of
exhaustion and burnout.
The study also reveals that resilience has a positive, though not statistically
significant, relationship with academic burnout, with a correlation value of 0.134
and a p-value of 0.083 (p > 0.05). This indicates that resilience, while generally
considered the ability to bounce back and overcome challenges, may not always be
a shield against academic burnout. One reason may be that resilience often involves
adjusting to long-term stressful situations, whereas academic burnout is usually
triggered by intense and sudden academic pressures (Ríos-Risquez et al., 2018).
Additionally, resilience is a complex trait that involves endurance and effective
coping strategies that vary among individuals (Wu et al., 2020). If students lack
adequate coping skills or academic pressure is too high, resilient individuals may
experience burnout. This suggests that while resilience is essential, it may need to
be combined with other support systems and stress management strategies to
prevent burnout effectively.
The distribution of the academic burnout scale from 109 study subjects
indicates that most students are in the moderate to high burnout category. The
empirical mean score of 91.03 with a standard deviation of 10.820 shows that most
subjects experience fairly high levels of burnout. Specifically, 10 subjects (9%) are
in the very low category, 16 subjects (15%) are in the low category, 38 subjects
(35%) are in the moderate category, 38 subjects (35%) are in the high category, and
7 subjects (6%) are in the very high category. This indicates that while a small group
of students experiences very low burnout, most are in the moderate to high range,
suggesting significant academic pressure on this group.

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The distribution of the peer social support scale from 109 study subjects
indicates an average level of peer social support that is relatively high, with an
empirical mean score of 90.06 and a standard deviation of 6.548. The category
distribution shows that 7 subjects (6%) have deficient peer support, 24 subjects
(22%) have low peer support, 40 subjects (37%) have moderate peer support, 26
subjects (24%) have high peer support, and 12 subjects (11%) have very high peer
support. This distribution shows that most students receive moderate to high levels
of peer support, which can be an essential factor in helping them cope with academic
pressures. However, a significant proportion of students also report low peer
support, which may make them more vulnerable to burnout.
The distribution of the resilience scale from 109 study subjects shows that
most students have good resilience levels, with an empirical mean score of 74.24
and a standard deviation of 4.258. The category distribution shows that 7 subjects
(6%) have very low resilience, 23 subjects (21%) have low resilience, 32 subjects
(29%) have moderate resilience, 41 subjects (38%) have high resilience, and 6
subjects (6%) have very high resilience. This data suggests that many students
possess strong abilities to face and recover from stress or pressure, which is crucial
in the challenging academic context. However, there is a small percentage with low
resilience, who may need additional support to cope with academic pressure.
This study measured variables limited to peer social support and resilience,
which were found to contribute only 12.5% to academic burnout, while other factors
such as academic pressure and workload were not measured. Although peer social
support showed a significant positive relationship with academic burnout, this
relationship may be influenced by other factors such as social pressure and
competition. This study used only quantitative data from questionnaires, which may
not adequately capture the individual experiences of students, and it did not explore
the coping strategies used by students. Further research is needed to explore the
various factors influencing academic burnout and to develop more comprehensive
interventions.

CONCLUSION
This study shows that peer social support and resilience only contribute
slightly to academic burnout among students, accounting for just 12.5%. This means
that many other factors, such as academic pressure and heavy workloads, play a
larger role in influencing burnout. The findings indicate that higher peer social
support can lead to higher academic burnout, possibly due to social pressures and
competition within the educational system. Meanwhile, resilience, although
considered an important ability to cope with stress, does not significantly correlate
with academic burnout. These findings suggest that besides social support and
resilience, students also need other comprehensive strategies, such as good time

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management and stress-coping techniques, to tackle and prevent academic burnout

effectively.
Students experiencing academic burnout should prioritize tasks, set deadlines,
organize their study schedules wisely, talk to lecturers, counselors, or friends for
support, and make time for rest and recreational activities outside the academic
environment. If necessary, professional help should be considered. Universities
should also increase social support through positive interaction activities, such as
study groups and social events while developing educational programs that
emphasize resilience and self-control skills. Future research should include more
variables that influence academic burnout to improve the findings of this study.

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