Academic self‑efficacy and learning burnout as predictors of academic resilience among university students

Abstract

Academic resilience plays a crucial role in enabling university students to adapt to academic demands, manage stress and persist in the face of challenges. Guided by a psychological and stress‑adaptation perspective, the present study examines academic self‑efficacy and learning burnout as predictors of academic resilience among university students. A quantitative, cross‑sectional research design was employed and data were collected using a structured questionnaire administered to undergraduate students. Following data screening procedures, 141 valid responses were analysed using descriptive statistics, Pearson correlation analysis and multiple regression analysis. The findings indicate that academic self‑efficacy is strongly and positively associated with academic resilience, while learning burnout also demonstrates a positive but weaker relationship. Multiple regression results further reveal that academic self‑efficacy emerges as the strongest predictor of academic resilience, whereas learning burnout contributes significantly to a lesser extent. These findings provide empirical support for the importance of strengthening students’ academic confidence while addressing burnout experiences to enhance resilience in higher education contexts.