Academic burnout has become a widespread issue among college students, stemming from excessive workload and performance pressure. High levels of burnout have significant consequences in learning engagement, well-being, and academic performance among students. Self-compassion and resilience are key attributes, as they contribute to positive adaptation and overall well-being by adopting a constructive self-attitude. The purpose of this research is to identify the role of self-compassion in burnout and fostering resilience among the college population, as a more comprehensive understanding is needed at work with self-compassion to support students in bouncing back more effectively in the face of adversity and burnout.
A cross-sectional survey design was used, collecting data from 100 university students using the standardized self-report scales Self-Compassion Scale Short Form (Raes et al., 2011), Brief Resilience Scale (Smith et al., 2008), and Burnout Assessment Tool for Students (Popescu et al., 2023). Statistical analysis was performed employing a regression model and utilizing inferential statistics (t-test, correlation). The results will be discussed in the presentation.The current study hypothesizes that higher self-compassion translates to lower academic burnout and greater resilience. It is expected that self-compassion will alleviate burnout and emotional disengagement and simultaneously promote adaptive resilience by buffering the negative effect of academic stress and burnout. The study's anticipated outcomes have practical implications where interventions and self-compassion trainings can be provided to protect students against academic burnout and enhance mental well-being, academic persistence, achievement, and resilience.