The influence of self-leadership on students’ academic burnout: the mediating role of study-life conflict
Keywords:
academic burnout, self-leadership, study-life conflict, university studentsAbstract
Objective: To investigate the association among self-leadership, study-life conflict, and academic burnout among university students.
Methods: An online cross-sectional study was conducted among undergraduates across Thailand, selected through convenience sampling. The research instruments comprised the Maslach Burnout Inventory for students, the Abbreviated Self-Leadership Questionnaire, the Study-Life Conflict Scale, and personal information sheet. The mediation effect was tested using a statistical software (PROCESS, Model 4).
Results: A total of 601 participants, 62.9% female, with a mean age of 20.17 years, completed the questionnaires. Self-leadership was negatively correlated with academic burnout, a significance evident in both the direct effects (β = -.25, p < .01) and the indirect effect (β = -.05, p < .01). Study-life conflict was observed to mediate the relationship between self-leadership and academic burnout.
Conclusion: Self-leadership could mitigate academic burnout among Thai university students both directly and indirectly by reducing study-life conflict.
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