The effect of role conflict on academic burnout of undergraduate Economics students

Ayu Dina Kristina,J.T Lobby Loekmono,Setyorini Setyorini

doi:10.24036/00333za0002

Abstract

Role conflict is experienced by students when incompatible demands relatively rated to a set of standards or conditions that influence their role performance. When students continuously experience role conflict, it leads to academic burnout. Therefore, this research aims to determine the significant effect of role conflict on academic burnout of undergraduate economics students. This is a quantitative research, with data obtained from a total of 114 undergraduate economics students consisting of 29% males and 71% females using the Role Questionnaire (Rizzo et al., 1970) and Maslach Burnout Inventory Student Survey (MBI-SS) (Schaufeli et al., 2002). The result of simple linear regression analysis showed that the values of βand sig. are 0.023 and 0.343 (>0.05), which means that the effect of role conflict on academic burnout among students is insignificant.

Highlights

Burnout was first introduced by Freudenberger (1975), which means to fail, wear out or become exhausted due to excessive energy demands
It is measured using the Maslach Burnout Inventory developed by Christina Maslach and Jackson in 1981
According to Schaufeli et al (2002), the burnout experienced by students is called “academic burnout.”

Summary

Introduction

Burnout was first introduced by Freudenberger (1975), which means to fail, wear out or become exhausted due to excessive energy demands. It is measured using the Maslach Burnout Inventory developed by Christina Maslach and Jackson in 1981. Academic burnout is students’ feeling of exhaustion due to the demands of study, cynical attitude (cynicism), and lack of interest in lectures and assignments thereby leading to reduced academic efficacy (Schaufeli et al, 2002). When students’ experience academic burnout, it adversely affects their studies such as absence in the class, poor performance in carrying out tasks, reduced academic achievement, inability to complete assignments, and potentially dropping out from the university (Law, 2010). When students’ experience academic burnout, it adversely affects their studies such as absence in the class, poor performance in carrying out tasks, reduced academic achievement, inability to complete assignments, and potentially dropping out from the university (Law, 2010). Sutarjo et al (2013) reported that academic burnout leads to decrease in learning motivation, laziness, and a decline in learning achievements

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