ACADEMIC BURNOUT AMONGST HIGH SCHOOL STUDENTS: THE ROLE OF SELF-REGULATED LEARNING AND THE MODERATING EFFECT OF SOCIAL MEDIA ENGAGEMENT
DOI:
https://doi.org/10.36526/sosioedukasi.v15i4.9695Keywords:
academic burnout, high school student, self-regulated learning, social media engagementAbstract
Increasingly complex academic challenges require high school students to manage their learning process effectively. However, with the integration of digitalization into daily life, students’ engagement with social media can become a distraction during the learning process and increase the risk of academic burnout. Students experiencing academic burnout show signs of emotional exhaustion resulting from academic pressures, a cynical and apathetic attitude toward academic tasks, and pessimism when fulfilling their roles. This study adopts a quantitative approach to analyse the effects of self-regulated learning and social media engagement on academic burnout, as well as to test the moderating role of social media engagement. The measurement tools used to collect data were the Self-Regulated Learning Scale, the Social Media Engagement Adolescent Scale (SMEAS), and the School Burnout Inventory (SBI), which were subsequently processed and analysed using simple linear regression and the Hayes PROCESS Macro Model 1. This study used 314 11th-grade students as selected participants. The results indicated that self-regulated learning was negatively associated with academic burnout (Unstandardized B = -0,067, p = 0,003 < 0,05), that social media engagement was positively associated with academic burnout (Unstandardized B = 0,167, p = 0,000 < 0,05), and that there was no moderating role of social media engagement on relationship between self-regulated learning and academic burnout (interaction coefficient = 0,0006, p-value = 0,8039 > 0,05). Thus, there was insufficient statistical evidence to conclude that the contribution of self-regulated learning to academic burnout varied according to students’ levels of social media engagement.
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