PENGARUH MINDFULNESS, SELF-EFFICACY, DAN SOCIAL SUPPORT TERHADAP ACADEMIC BURNOUT PADA MAHASISWA
DOI:
https://doi.org/10.51878/paedagogy.v6i3.12071Keywords:
Academic Burnout, Mindfulness, Self-Efficacy, Social Support, MahasiswaAbstract
ABSTRACT
Academic burnout is a state of emotional, mental, and physical exhaustion experienced by students as a result of prolonged academic demands. This condition can lead to a decline in students’ motivation to learn, academic performance, and psychological well-being. This study aims to examine the effects of mindfulness, self-efficacy, and social support on academic burnout among students in the Jakarta area. This study employed a quantitative approach with a correlational design and involved 111 currently enrolled students. Data were collected using the Maslach Burnout Inventory–Student Survey (MBI-SS), the Mindful Attention Awareness Scale (MAAS), the General Self-Efficacy Scale (GSES), and the Multidimensional Scale of Perceived Social Support (MSPSS). All research instruments demonstrated good reliability. The data were analyzed using multiple linear regression. The results of the study indicate that mindfulness and self-efficacy influence the reduction of academic burnout among college students, whereas social support did not show a significant effect. Furthermore, all three variables simultaneously influence academic burnout. These findings suggest that increasing mindfulness and self-efficacy can serve as strategies to reduce academic burnout among college students.
ABSTRAK
Academic burnout merupakan kondisi kelelahan emosional, mental, dan fisik yang dialami mahasiswa akibat tuntutan akademik yang berlangsung secara berkepanjangan. Kondisi ini dapat berdampak pada menurunnya motivasi belajar, performa akademik, serta kesejahteraan psikologis mahasiswa. Penelitian ini bertujuan untuk menguji pengaruh mindfulness, self-efficacy, dan social support terhadap academic burnout pada mahasiswa di wilayah Jakarta. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional terhadap 111 mahasiswa aktif. Pengumpulan data dilakukan menggunakan Maslach Burnout Inventory–Student Survey (MBI-SS), Mindful Attention Awareness Scale (MAAS), General Self-Efficacy Scale (GSES), dan Multidimensional Scale of Perceived Social Support (MSPSS). Seluruh instrumen penelitian menunjukkan reliabilitas yang baik. Data dianalisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan bahwa mindfulness dan self-efficacy berpengaruh terhadap penurunan academic burnout pada mahasiswa, sedangkan social support tidak menunjukkan pengaruh yang signifikan. Selain itu, ketiga variabel secara simultan berpengaruh terhadap academic burnout. Temuan ini menunjukkan bahwa peningkatan mindfulness dan self-efficacy dapat menjadi strategi untuk menurunkan academic burnout pada mahasiswa.
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