The Social Sciences
ISSN: Online 1993-6125ISSN: Print 1818-5800
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Abstract
This study explored the psychological burnout among second year students of Covenant University. Burnout as a variable has assumed a global research interest. Burnout is the consequence of stress that impacts on student’s ability to profit maximally from classroom instructions and which often leads to poor academic performance. The cross-sectional study employed the descriptive survey method. There were 212 participants (123 males and 89 females) with age ranging from 15-21 years (m = 16.8, SD = 1.5) who were randomly selected from four colleges. The 15-item Maslach Burnout Inventory Student Survey (MBI-SS), a well validated scale was used for data collection. Chi-square analysis and multiple regressions were used to analyze the data. Two hypotheses were tested and result shows that a larger proportion of participants (68%) reported higher levels of burnout symptoms while a lower proportion (32%) reported a lower level of burnout symptoms. The multiple regression analysis shows that there was no significant contribution of sex (β = 0.022; t = 0.339; p>0.05), age (β = 0.023; t = 0.354; p>0.05) and college (β = 0.045; t = 0.490; p>0.05) on participant’s perceived psychological burnout, however, participants Cumulative Grade Point Average (CGPA) (β = 0.127; t = 1.963; p = 0.005) was a strong predictor of participant’s perceived psychological burnout. The findings were discussed with reference to the influence of academic performance as encapsulated in student’s cumulative grade point average in burnout symptoms experienced by students. This study revealed a higher proportion of students reporting higher levels of burnout indicating the need for psychosocial coping skills to achieve psychological adjustment.
How to cite this article:
Adekeye A. Olujide, Alao A. Amos, Odukoya A. Jonathan, Adejuwon A. Grace and Solarin A. Muyiwa. Predicting Perceived Psychological Burnout among
Sophomore Students of Covenant.
DOI: https://doi.org/10.36478/sscience.2017.2022.2027
URL: https://www.makhillpublications.co/view-article/1818-5800/sscience.2017.2022.2027