ปัจจัยที่ส่งผลต่อภาวะหมดไฟในการเรียนของนักศึกษาระดับปริญญาตรี มหาวิทยาลัยรามคำแหง

Darunee  Tippayakulpairoj

doi:10.60027/iarj.2024.278503

Authors

Darunee Tippayakulpairoj Department of Evaluation and Research, Faculty of Education, Ramkhamhaeng University, Thailand https://orcid.org/0009-0002-7651-6620

DOI:

https://doi.org/10.60027/iarj.2024.278503

Keywords:

Academic Burnout; , Factors Affecting Academic Burnout; , Academic Stress; , Undergraduate Students; , Ramkhamhaeng University

Abstract

Background and Aims: Academic burnout is a major problem that negatively affects students’ learning outcomes and leads to dropout. This research aimed to 1) analyze the level of academic burnout of undergraduate students, 2) compare the differences in the academic burnout of undergraduate students classified by demographic characteristics, and 3) analyze the effect of social support and academic stress on academic burnout among undergraduate students.

Methodology: A total of 281 undergraduate students who studied in the Faculty of Education at Ramkhamhaeng University were selected through stratified random sampling according to year of study. Data were collected using questionnaires and analyzed using descriptive statistics, one-way ANOVA, one-way MANOVA, and multiple regression.

Results: The results were as follows: (1) The level of academic burnout among students was low (M = 2.08, SD = 0.66). In terms of each component, emotional exhaustion was moderate (M = 2.51, SD = 0.86), followed by inefficacy (M = 2.07, SD = 0.58) and cynicism (M = 1.74, SD = 0.59). (2) Students aged 17–23 had significantly higher academic burnout than students aged 45 and over. Students with a GPA lower than 2.00 had significantly higher academic burnout than students with a GPA of 2.51–3.00, 3.01–3.50, and 3.51–4.00. Students with a GPA of 2.00–2.50 had significantly higher academic burnout than those with a GPA of 2.51–3.00 and 3.01–3.50. Single students had significantly higher academic burnout than married students. Students from various years of study had different levels of emotional exhaustion at a statistically significant level of .05. (3) Academic stress accounted for 45.00 percent of the total variance of academic burnout (R² =.450). Academic burnout had a positive correlation and predicted academic burnout at a statistically significant level of .05. Whereas, social support could not predict academic burnout at a statistically significant level of .05.

Conclusion: The study discovered that emotional tiredness was the most common cause of students' low levels of overall academic burnout. Academic stress was a significant predictor of academic burnout, accounting for 45% of its variance. Younger students, those with lower GPAs, and single students also experienced higher levels of academic burnout.

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