Abstract
The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, p<0.01). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (β = 0.18, p<0.01). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades.
Highlights
IntroductionEducation is an essential stepping stone towards any societal development
Around the world, education is an essential stepping stone towards any societal development
Academic inefficacy which comes as the last phase of academic burnout refers to a feeling of inadequacy and a diminished feeling of competence leading to low academic achievement
Summary
Education is an essential stepping stone towards any societal development. Is is because academic achievement is used as a pointer to one’s ability, a prerequisite to college entrants, and a determinant of one’s career and job placements in society. For this reason, learners are under constant pressure for good academic grades. Academic burnout is defined by Schaufeli et al [1] as a feeling of exhaustion due to high academic requirements and demands, which makes learners develop negative attitudes and pessimistic feelings about assignments. Cynicism emerges when learners are not able to excel as expected, and as such, they tend to become indifferent and develop a negative attitude towards academic work. Academic inefficacy which comes as the last phase of academic burnout refers to a feeling of inadequacy and a diminished feeling of competence leading to low academic achievement
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