The relationship between positive psychological capital and academic burnout among grade 12 students approaching public university entrance exams
DOI:
https://doi.org/10.30659/jp.21.2.166-173Keywords:
Academic Burnout, Adolescents, Future, Positive Psychological Capital, State University SelectionAbstract
Academic pressure ahead of the contemporary state university entrance selection is highly prone to inducing academic burnout, which is destructive to students’ mental health. This study aims to empirically examine the relationship between Positive Psychological Capital and Academic Burnout among 12th-grade students of SMAN 10 Semarang preparing for university entrance exams. This quantitative correlational study involved 127 12th-grade students selected via simple random sampling. Data collection was carried out digitally through online scales in the form of a 4-point Likert scale, adapting the Psychological Capital Questionnaire (PCQ) and the Maslach Burnout Inventory-Student Survey (MBI-SS). The results of the parametric statistical analysis using the Pearson Product Moment correlation showed a significant and very strong negative relationship between the two variables (r = -0.753; p < 0.001). These findings indicate that higher levels of students' internal positive psychological capital (hope, efficacy, resilience, optimism) are associated with lower levels of experienced academic burnout. School counselors are recommended to integrate positive psychology intervention programs to strengthen the internal adaptive capacity of 12th-grade students in reducing academic pressure.References
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