Understanding academic burnout: the impact of social support and self-efficacy on final-year management students in Banjarmasin
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Aug 30, 2025
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Abstract
Academic burnout is a critical issue affecting student well-being and academic performance, particularly among final-year university students engaged in thesis completion. Social support and self-efficacy are recognized as important psychological factors that can reduce stress, foster resilience, and improve students’ ability to cope with academic demands. This study investigates the effects of social support and self-efficacy on academic burnout among final-year management students in Banjarmasin. The study involved a sample of 100 students selected through proportional stratified random sampling, and the data were analyzed using multiple linear regression to examine the relationships between these variables. The findings reveal that social support has a positive but not significant effect on academic burnout, while self-efficacy shows a negative and significant effect, indicating its crucial role in mitigating burnout. Moreover, the combined influence of social support and self-efficacy is significant in reducing academic burnout. These results suggest that strengthening students’ self-efficacy and fostering supportive academic and social environments can help reduce burnout and enhance student resilience during thesis completion. The insights of this study provide valuable implications for higher education institutions in developing interventions and support systems that address the psychological needs of students in their final academic phase
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How to Cite
Maryanti, A., Nastiti, R., Bachtiar, Y., & Daud, I. (2025). Understanding academic burnout: the impact of social support and self-efficacy on final-year management students in Banjarmasin. Enrichment : Journal of Management, 15(3), 333-342. https://doi.org/10.35335/enrichment.v15i3.2363
References
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Bazrafkan, L., Yousefy, A., Amini, M., & Yamani, N. (2019). The journey of thesis supervisors from novice to expert: A grounded theory study. BMC Medical Education, 19(1), 1–12. https://doi.org/10.1186/s12909-019-1739-z
Bernardo, A. B., García-Gutiérrez, V., Esteban, M., & Maluenda-Albornoz, J. (2025). Relationship between self-efficacy and university dropout: a systematic review. Frontiers in Psychology, 16(July). https://doi.org/10.3389/fpsyg.2025.1553485
Charkhabi, M., Abarghuei, M. A., & Hayati, D. (2013). The association of academic burnout with self-efficacy and quality of learning experience among Iranian students. SpringerPlus, 2(1), 1–5. https://doi.org/10.1186/2193-1801-2-677
Christiana, E. (2020). Burnout Akademik Selama Pandemi Covid 19. Prosiding Seminar Bimbingan Dan Konseling, 8–15. http://conference.um.ac.id/index.php/bk2/article/view/74%0Ahttp://conference.um.ac.id/index.php/bk2/article/download/74/77
Clarin, A. S., Barosa, M. A. G., Suico, C. D. A., Bazar, J. S., Galindo, R. P., & Baluyos, G. R. (2025). Challenges Encountered by College Students in Research. EduLine: Journal of Education and Learning Innovation, 5(2), 219–239. https://doi.org/10.35877/454ri.eduline3610
Dowse, E. M., van der Riet, P., & Keatinge, D. R. (2014). A student’s perspective of managing data collection in a complex qualitative study Correspondence. Nurse Researcher, 22(2), 34–39.
Duru, E., Duru, S., & Balkis, M. (2014). Analysis of Relationships among Burnout, Academic Achievement, and Self-regulation. Educational Sciences: Theory & Practice, 14(4), 1274–1284. https://doi.org/10.12738/estp.2014.4.2050
Ermiati, Widiasih, R., Suryati, Y., & Murtiningsih, M. (2021). Student experience in completing thesis and its implications for international students in indonesia. Open Access Macedonian Journal of Medical Sciences, 9(T6), 45–51. https://doi.org/10.3889/oamjms.2021.7367
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Jilcha, K. (2025). Identifying existing research challenges and enhancing outcomes through the development of standardized methodologies. Humanities and Social Sciences Communications, 12(1), 1–12. https://doi.org/10.1057/s41599-024-04269-7
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(May 2014), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
Nasuha, Septya Suarja, & Imam Pribadi. (2023). Hubungan antara Self Efficacy Terhadap Academic Burnout University. G-Couns: Jurnal Bimbingan Dan Konseling, 8(01), 285–293. https://doi.org/10.31316/gcouns.v8i01.5111
Oktaviani, D. Z., & Marsofiyati. (2024). Pengaruh Beban Tugas Akademik dan Dukungan Sosial Terhadap Tingkat Burnout Mahasiswa Pendidikan Administrasi Perkantoran. Harmoni Pendidikan : Jurnal Ilmu Pendidikan, 2(1), 322–336. https://doi.org/10.62383/hardik.v2i1.1102
Permatasari, S., & Tentama, F. (2020). Anxiety scale: Psychomothoric studies and the applications to students who conducting a thesis research. International Journal of Scientific and Technology Research, 9(1), 606–610.
Prastiwi, M., & Ihsan, D. (2022). 5 Permasalahan yang Kerap Ditemui Mahasiswa Tingkat Akhir. Kompas.
Rahmatpour, P., Checrzad, M., Ghanbari, A., & Sadat‑Ebrahimi, S. (2019). Academic burnout as an educational complication and promotion barrier among undergraduate students: A cross‑sectional study. Journal of Education and Health Promotion, 8(201), 1–6. https://doi.org/10.4103/jehp.jehp
Salmela-Aro, K., & Upadyaya, K. (2017). Co-Development of Educational Aspirations and Academic Burnout from Adolescence to Adulthood in Finland. Research in Human Development, 14(2), 106–121. https://doi.org/10.1080/15427609.2017.1305809
Terra, E. S. M., Pereira de Moraes, C., Pereira de Souza, A., & Murgo, C. S. (2024). Correlations between academic burnout, coping and social support in college students Camélia Santina Murgo* Universidade Do Oeste Paulista (Brasil). Psicología Desde El Caribe, 41(2). https://orcid.org/0000-0002-4921-6844
Wila, D. M. T., & Huwae, A. (2024). Parental Social Support and Academic Resilience in Final Year Students Who are Compiling Their Final Assignments. Bisma The Journal of Counseling, 7(2), 287–295. https://doi.org/10.23887/bisma.v7i2.62344
Wilks, S. E., & Spivey, C. A. (2010). Resilience in undergraduate social work students: Social support and adjustment to academic stress. Social Work Education, 29(3), 276–288. https://doi.org/10.1080/02615470902912243
Wu, Q. (2024). The Impact of Self-efficacy on Academic Achievement among College Students. SHS Web of Conferences, 193, 02004. https://doi.org/10.1051/shsconf/202419302004
Yang, G., Sun, W., & Jiang, R. (2022). Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context. Frontiers in Psychology, 13(March), 1–14. https://doi.org/10.3389/fpsyg.2022.829193
Yang, H. J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical-vocational colleges. International Journal of Educational Development, 24(3), 283–301. https://doi.org/10.1016/j.ijedudev.2003.12.001
Ye, Y., Huang, X., & Liu, Y. (2021). Social support and academic burnout among university students: A moderated mediation model. Psychology Research and Behavior Management, 14, 335–344. https://doi.org/10.2147/PRBM.S300797
Yousefi, A., Bazrafkan, L., & Yamani, N. (2015). A qualitative inquiry into the challenges and complexities of research supervision: viewpoints of postgraduate students and faculty members. Journal of Advances in Medical Education & Professionalism, 3(3), 91–98. http://www.ncbi.nlm.nih.gov/pubmed/26269785%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC4530006
Zhang, B., Yin, X., & Ren, Z. (2024). Can perceived social support influence academic achievement of master’s students? —— Evidence from a University in China. Education and Information Technologies, 29(16), 21449–21475. https://doi.org/10.1007/s10639-024-12693-0
Zhang, J., Meng, J., & Wen, X. (2025). The relationship between stress and academic burnout in college students: evidence from longitudinal data on indirect effects. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1517920
Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215.
Bazrafkan, L., Yousefy, A., Amini, M., & Yamani, N. (2019). The journey of thesis supervisors from novice to expert: A grounded theory study. BMC Medical Education, 19(1), 1–12. https://doi.org/10.1186/s12909-019-1739-z
Bernardo, A. B., García-Gutiérrez, V., Esteban, M., & Maluenda-Albornoz, J. (2025). Relationship between self-efficacy and university dropout: a systematic review. Frontiers in Psychology, 16(July). https://doi.org/10.3389/fpsyg.2025.1553485
Charkhabi, M., Abarghuei, M. A., & Hayati, D. (2013). The association of academic burnout with self-efficacy and quality of learning experience among Iranian students. SpringerPlus, 2(1), 1–5. https://doi.org/10.1186/2193-1801-2-677
Christiana, E. (2020). Burnout Akademik Selama Pandemi Covid 19. Prosiding Seminar Bimbingan Dan Konseling, 8–15. http://conference.um.ac.id/index.php/bk2/article/view/74%0Ahttp://conference.um.ac.id/index.php/bk2/article/download/74/77
Clarin, A. S., Barosa, M. A. G., Suico, C. D. A., Bazar, J. S., Galindo, R. P., & Baluyos, G. R. (2025). Challenges Encountered by College Students in Research. EduLine: Journal of Education and Learning Innovation, 5(2), 219–239. https://doi.org/10.35877/454ri.eduline3610
Dowse, E. M., van der Riet, P., & Keatinge, D. R. (2014). A student’s perspective of managing data collection in a complex qualitative study Correspondence. Nurse Researcher, 22(2), 34–39.
Duru, E., Duru, S., & Balkis, M. (2014). Analysis of Relationships among Burnout, Academic Achievement, and Self-regulation. Educational Sciences: Theory & Practice, 14(4), 1274–1284. https://doi.org/10.12738/estp.2014.4.2050
Ermiati, Widiasih, R., Suryati, Y., & Murtiningsih, M. (2021). Student experience in completing thesis and its implications for international students in indonesia. Open Access Macedonian Journal of Medical Sciences, 9(T6), 45–51. https://doi.org/10.3889/oamjms.2021.7367
Fun, L. F., Kartikawati, I. A. N., Imelia, L., & Silvia, F. (2021). file:///C:/Users/User/Documents/tps/Daftar pustaka bab 1/Novianti 2021.pdffile:///C:/Users/User/Documents/tps/Daftar pustaka bab 1/Novianti 2021.pdffile:///C:/Users/User/Documents/tps/Daftar pustaka bab 1/Novianti 2021.pdf. Mediapsi, 7(1), 17–26.
Jilcha, K. (2025). Identifying existing research challenges and enhancing outcomes through the development of standardized methodologies. Humanities and Social Sciences Communications, 12(1), 1–12. https://doi.org/10.1057/s41599-024-04269-7
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(May 2014), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
Nasuha, Septya Suarja, & Imam Pribadi. (2023). Hubungan antara Self Efficacy Terhadap Academic Burnout University. G-Couns: Jurnal Bimbingan Dan Konseling, 8(01), 285–293. https://doi.org/10.31316/gcouns.v8i01.5111
Oktaviani, D. Z., & Marsofiyati. (2024). Pengaruh Beban Tugas Akademik dan Dukungan Sosial Terhadap Tingkat Burnout Mahasiswa Pendidikan Administrasi Perkantoran. Harmoni Pendidikan : Jurnal Ilmu Pendidikan, 2(1), 322–336. https://doi.org/10.62383/hardik.v2i1.1102
Permatasari, S., & Tentama, F. (2020). Anxiety scale: Psychomothoric studies and the applications to students who conducting a thesis research. International Journal of Scientific and Technology Research, 9(1), 606–610.
Prastiwi, M., & Ihsan, D. (2022). 5 Permasalahan yang Kerap Ditemui Mahasiswa Tingkat Akhir. Kompas.
Rahmatpour, P., Checrzad, M., Ghanbari, A., & Sadat‑Ebrahimi, S. (2019). Academic burnout as an educational complication and promotion barrier among undergraduate students: A cross‑sectional study. Journal of Education and Health Promotion, 8(201), 1–6. https://doi.org/10.4103/jehp.jehp
Salmela-Aro, K., & Upadyaya, K. (2017). Co-Development of Educational Aspirations and Academic Burnout from Adolescence to Adulthood in Finland. Research in Human Development, 14(2), 106–121. https://doi.org/10.1080/15427609.2017.1305809
Terra, E. S. M., Pereira de Moraes, C., Pereira de Souza, A., & Murgo, C. S. (2024). Correlations between academic burnout, coping and social support in college students Camélia Santina Murgo* Universidade Do Oeste Paulista (Brasil). Psicología Desde El Caribe, 41(2). https://orcid.org/0000-0002-4921-6844
Wila, D. M. T., & Huwae, A. (2024). Parental Social Support and Academic Resilience in Final Year Students Who are Compiling Their Final Assignments. Bisma The Journal of Counseling, 7(2), 287–295. https://doi.org/10.23887/bisma.v7i2.62344
Wilks, S. E., & Spivey, C. A. (2010). Resilience in undergraduate social work students: Social support and adjustment to academic stress. Social Work Education, 29(3), 276–288. https://doi.org/10.1080/02615470902912243
Wu, Q. (2024). The Impact of Self-efficacy on Academic Achievement among College Students. SHS Web of Conferences, 193, 02004. https://doi.org/10.1051/shsconf/202419302004
Yang, G., Sun, W., & Jiang, R. (2022). Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context. Frontiers in Psychology, 13(March), 1–14. https://doi.org/10.3389/fpsyg.2022.829193
Yang, H. J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical-vocational colleges. International Journal of Educational Development, 24(3), 283–301. https://doi.org/10.1016/j.ijedudev.2003.12.001
Ye, Y., Huang, X., & Liu, Y. (2021). Social support and academic burnout among university students: A moderated mediation model. Psychology Research and Behavior Management, 14, 335–344. https://doi.org/10.2147/PRBM.S300797
Yousefi, A., Bazrafkan, L., & Yamani, N. (2015). A qualitative inquiry into the challenges and complexities of research supervision: viewpoints of postgraduate students and faculty members. Journal of Advances in Medical Education & Professionalism, 3(3), 91–98. http://www.ncbi.nlm.nih.gov/pubmed/26269785%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC4530006
Zhang, B., Yin, X., & Ren, Z. (2024). Can perceived social support influence academic achievement of master’s students? —— Evidence from a University in China. Education and Information Technologies, 29(16), 21449–21475. https://doi.org/10.1007/s10639-024-12693-0
Zhang, J., Meng, J., & Wen, X. (2025). The relationship between stress and academic burnout in college students: evidence from longitudinal data on indirect effects. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1517920