engleski

Academic flow mediates the relationship between academic self-efficacy and academic burnout

Academic burnout referes to burnout among college students, resulting from academic demands. It comprises emotional exhaustion, cynicism toward meaning of studying and feelings of incompetency incompetency as student. Since academic burnout has serious consequences, studies are trying to find protective factors. Recently, experiencing flow in academic domain (characterized by total absorption in activity, effortless concentration and enjoyment, while doing some academic activity) was proposed as being protective factor for burnout. Previous studies, both cross-sectional and longitudinal, indeed found that academic flow was negatively associated with academic burnout. This study extends previous findings by exploring the role of academic flow along with the role of academic self-efficacy. Specifically, we hypothesized the mediational role of academic flow in the relationship between academic self- efficacy and academic burnout. The sample comprised 214 university students of University of Zagreb, mostly female (94%). Participants age ranged from 18 to 36, with mean age of 20 years. Academic flow proneness, academic self- efficacy and academic burnout were assessed by means of questionnaires. Results were in line with hypothesis and showed that those with higher self-efficacy had higher proneness to experience academic flow, which in turn, lead to experiencing less burnout symptoms.

academic flow, academic burnout, academic self-efficacy

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