Life stress and academic burnout
Abstract
Stress has been shown to negatively affect learning. Academic burnout is a significant problem associated with poor academic performance. Although there has been increased attention on these two issues, literature on the relationship between students’ life stress and burnout is relatively limited. This study surveys academic burnout and life stresses among college students and further assesses whether reports of life stresses can serve as a predictor of academic burnout. The “Undergraduate Life Stress Scale” and “Learning Burnout Scale” are used as research tools, and data from 2640 students were collected. The results showed that both the level of students’ burnout and stress are in general not serious. Female students and upper year students reported higher values of life stresses. The self-identity stress, interpersonal stress, future development stress, and academic stress could jointly predict student academic burnout.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Associations have been suggested between symptoms of anxiety and depression and perceived academic stress in general samples of university students.
“In general samples of university students (in among other Australia and Taiwan), associations have been suggested between symptoms of anxiety and depression and perceived academic stress”
From Academic stress, mindfulness-related skills and mental health in international university students. (2024) · cites this paper as [6]
The citation lists haven’t been fetched yet
References 50 · Cited by 340
Research works printed but not linked: 46
- 10.1037/1072-5245.14.3.321 · DOI
- 10.1108/02683940610690213 · DOI
- 10.2466/pms.1996.83.1.21 · DOI
- 10.1034/j.1600-0528.2003.t01-1-00010.x · DOI
- 10.5328/JVER28.2.125 · DOI
- 10.1016/S0191-8869(99)00191-9 · DOI
- Chu KH, 2006, Tunghai Journal, 47, 165
- 10.1080/07448480109596010 · DOI
- Erikson EH, 1968, Identity: Youth and Crisis
- Fan F, 2000, Youth Studies, 9, 40
- 10.1177/089484539602200304 · DOI
- Głebocka A, 2007, Journal of Physiology and Pharmacology, 58, 243
- 10.1016/j.cpr.2005.06.011 · DOI · Paper page
- Hendrix AE, 2000, Journal of Athletic Training, 35, 139
- Hicks T, 2008, Journal of Cultural Diversity, 15, 143
- 10.1177/1052562911430205 · DOI
- Huang YC, 2010, International Electronic Journal of Health Education, 13, 145
- Huang YC, 2011, Journal of Education & Psychology, 34, 73
- 10.1353/csd.2003.0028 · DOI
- Khattak J, 2011, African Journal of Business Management, 5, 810
- Lee CC, 2004, Chinese Journal of School Health, 44, 1
- 10.1037/0021-9010.89.5.883 · DOI
- 10.1080/01446190600599145 · DOI
- 10.1177/1469787412452983 · DOI
- Lu YL (2004) A study on the life stress and stress coping strategy of the National Taichung Teachers College students. Unpublished Master Thesis, National Taichung University, Taichung, Taiwan.
- 10.1080/03634520500442236 · DOI
- Maslach C, 1996, Maslach Burnout Inventory Manual
- Matheny KB, 2005, The Journal of Individual Psychology, 61, 365
- Meier SF, 1985, Journal of College Student Personal, 26, 63
- Misra R, 2000, College Student Journal, 34, 236
- 10.1002/jclp.20021 · DOI
- 10.2307/1982032 · DOI
- Oswalt S, 2007, College Student Affairs Journal, 27, 24
- Pines A, 1981, Burnout: From Tedium to Personal Growth
- Rainey DW, 1999, Journal of Sport Behavior, 22, 578
- 10.1080/03075079812331380522 · DOI
- 10.1027/1015-5759.25.1.48 · DOI
- 10.1006/jado.2000.0352 · DOI
- Shi JB, 2004, Journal of Da-Yeh University, 13, 109
- 10.1046/j.1365-2923.1999.00294.x · DOI · Paper page
- Tsai WY (2005) A study of stress and coping strategies in Technology College students. Unpublished Master Thesis, Tainan University of Technology, Tainan, Taiwan.
- Weckwerth AC, 2006, College Student Journal, 40, 237
- 10.1016/j.ijedudev.2003.12.001 · DOI
- Yang HJ, 2004, Journal of Information Management, 11, 77
- 10.1177/0149206307305562 · DOI
- 10.1016/j.paid.2007.04.010 · DOI
- Authors
- Lin, S.-H., & Huang, Y.-C.
- Affiliations
- National Taichung University of Science and Technology (TW)
- ORCID
- Huang, Yun-Chen
- Venue
- Active Learning in Higher Education
- Publisher
- SAGE Publications
- Published
- 2013-12-27
- Volume
- 15
- Issue
- 1
- Pages
- 77-90
- ISSN
- 1469-7874 (ISSN-L)
- 1741-2625
- OpenAlex
- W2111734904
- Cited by
- 340
- References
- 50
- Citations by year
- 2026: 28 · 2025: 22 · 2024: 39 · 2023: 65 · 2022: 50 · 2021: 40 · 2020: 29 · 2019: 23 · 2018: 19 · 2017: 8 · 2016: 9 · 2015: 6 · 2014: 1
- FWCI
- 7.99
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Active Learning in Higher Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
- Keywords
- academic burnout, life events, university students, academic stress, interpersonal stress, gender differences, academic performance, predictors of burnout
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
