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Research has indicated a negative impact of physical activity on academic burnout among students, however, there is a paucity of evidence about the underlying mechanism of this association in Pakistani students. The present research seeks to investigate the relationship between physical activity and academic burnout by investigating the potential m...
Citations
... 56 Interestingly, many research investigations have established significant biological associations between these variables. 57,58 Furthermore, several empirical investigations have uncovered that sleep quality is a mediating factor in [59][60][61] These findings support the assertion that a significant correlation exists between sleep quality and mental health symptoms. Our investigation additionally ascertained that PSU demonstrated the capability to predict sleep quality solely in unidirectional, thus corroborating the findings of prior longitudinal investigations. ...
Background
Problematic smartphone use (PSU) is linked to various mental health issues, but the relationship between PSU, bedtime procrastination, and mental health symptoms is unclear. Sleep factors related to PSU and its mental health effects have been understudied. This study explores the longitudinal associations between PSU, bedtime procrastination, sleep quality, and mental health in university students.
Methods
In this study, a total of 683 university students participated by completing questionnaires on Smart Phone Addiction (SAS) scale, Bedtime Procrastination Scale (BPS), Pittsburgh Sleep Quality Index (PSQI), and Depression, Anxiety Stress Scales 21 (DASS-21) across two different time points with six-months interval between them. The participants were selected using a cluster sampling technique from Quaid-e-Azam University, Islamabad, Pakistan. A cross-lagged model was utilized to assess the longitudinal association between these variables.
Results
Statistically significant reciprocal associations were found between PSU, bedtime procrastination, and mental health symptoms. PSU at Time 1 significantly predicted PSU at Time 2, bedtime procrastination at Time 2, sleep quality at Time 2, and mental health symptoms at Time 2. Bedtime procrastination at Time 1 predicted PSU at Time 2, sleep quality at Time 2, and mental health symptoms at Time 2. Sleep quality at Time 1 predicted bedtime procrastination at Time 2 and mental health symptoms at Time 2. Mental health symptoms at Time 1 predicted PSU at Time 2 and sleep quality at Time 2.
Conclusion
The research findings have significantly advanced understanding of the longitudinal connections between PSU, bedtime procrastination, sleep quality, and mental health indicators. This enhanced comprehension is instrumental for psychological practitioners in devising targeted interventions to mitigate such issues among the university student demographic.
... A meta-analysis revealed that academic burnout can be relieved by interventions that include a healthy lifestyle based on physical activity, health coaching, and relaxing activities (Puente-Hidalgo et al., 2024). Physical exercise and academic burnout were negatively correlated (Chen et al., 2022;Fu et al., 2023;Jin et al., 2024;Rehman et al., 2024). There is also evidence that academic burnout among undergraduate nursing students is negatively correlated with healthy lifestyles (Naderi et al., 2021). ...
... The sample size was based on the previous comparable studies and a power analysis. Previous studies that investigated the relationship between physical exercise and academic burnout in college students have reported sample sizes ranging from 596 to 1,270 participants (Chen et al., 2022;Rehman et al., 2024). Additionally, a power analysis conducted using G*Power 3.1 (Faul et al., 2009) indicated that a sample size of 98 participants would be required to detect a medium effect size f 2 of 0.15 (Cohen, 1988) with 80% power at the 0.05 significance level. ...
... Firstly, the results of the current study revealed that college students' healthy lifestyle was negatively correlated with academic burnout, supporting Hypothesis 1. The findings are in line with those of previous studies on physical exercise and academic burnout (e.g., Fu et al., 2023;Rehman et al., 2024). In the present study, healthy lifestyle measured not only physical exercise, but also healthy diet, health responsibility, regular life, health hazards, interpersonal behavior, stress management and life appreciation. ...
Objective
Academic burnout is a prevalent phenomenon among college students. According to the Conservation of Resources Theory, when there is an imbalance between invested resources and expected returns, individuals may suffer from academic or job burnout. If an individual has sufficient resources, these resources may relieve the negative problem. Healthy lifestyle is believed to improve brain health and provide resources. However, limited research has examined the psychological mechanisms that link academic burnout and a multidimensional healthy lifestyle.
Methods
A sample of 1,186 undergraduate students from freshmen to seniors were recruited using the stratified cluster random sampling method. The participants completed online questionnaires that assessed the healthiness of their lifestyle, dormitory conflict coping style, and academic burnout in April 2021. Bivariate correlation and a moderated mediation model were constructed to examine the relationships among these variables.
Results
The results indicated that (1) healthy lifestyle was negatively correlated with academic burnout ( r = −0.496, p < 0.001), coping styles of competition ( r = −0.281, p < 0.001) and avoidance ( r = −0.210, p < 0.001), but positively correlated with coping styles of cooperation ( r = 0.342, p < 0.001) and obedience ( r = 0.134, p < 0.001); (2) academic burnout was positively correlated with coping styles of competition ( r = 0.331, p < 0.001) and avoidance ( r = 0.305, p < 0.001) and negatively correlated with coping styles of cooperation ( r = −0.227, p < 0.001); and (3) the direct path of healthy lifestyle on academic burnout was partially mediated by coping styles of competition (effect = −0.04, 95%CI: [−0.05,-0.03]) and avoidance (effect = −0.03, 95%CI: [−0.04,-0.02]), which was moderated by gender ( β = −0.48, p = 0.007).
Conclusion
The findings offer valuable insights into the psychological mechanisms underlying the association between academic burnout and multidimensional healthy lifestyle among general college students, as indicated that college students with healthier lifestyles tend to use fewer coping styles of competition and avoidance, leading to a lower level of academic burnout. Such effect is more pronounced among female college students. This study provides a new perspective for the prevention and intervention in college students’ academic burnout.
The aim of this research is to determine whether hobbies might help students pursuing a bachelor's degree in computer science minimize burnout. For students who experience physical, mental, and emotional stress along with insufficient sleep and free time, academic burnout can be a significant problem. These factors can lead to a loss of motivation and focus, which can have detrimental effects on both academic performance and overall well-being. Additionally, mental health conditions such as depression and anxiety can exacerbate the impact of academic burnout. To prevent such negative outcomes, students must prioritize self-care and adopt effective stress management strategies. The study involved 125 Bachelor of Science in Computer Science students, including 50 (63.3%) BSCS1 students, 22 (17.6%) BSCS2 students, 30 (24%) BSCS3 students, and 23 (18.4%) BSCS4. The sample included 48 (38.4%) female respondents and 77 (61.6%) male respondents, who completed an online survey. The study measured specific burnout symptoms such as emotional exhaustion, depersonalization, and reduced personal accomplishment. It explored hobbies including enrichment, sports, creative, social, collecting, and outdoor activities. Likert scales were used to measure academic burnout symptoms, experiences with hobbies, and the association between the two. The study's findings will contribute to the current literature on the effectiveness of hobbies in reducing academic burnout. It will shed light on the benefits of engaging in hobbies and provide insight into how they can potentially eliminate academic burnout. Furthermore, the results address the gap in knowledge regarding the relationship between hobbies and academic burnout among Bachelor of Science in Computer Science students. Overall, the study provide valuable information that can be used to develop effective interventions to manage academic burnout among students.Thus the researcher recommended that students should pick a hobbies that can help students avoid academic burnout, manage it, and recover from it.
Academic burnout, triggered by a combination of external factors and internal psychological characteristics, significantly impacts secondary school students' academic performance and psychological well‐being. We use achievement goal orientations, including mastery approach, mastery avoidance, performance approach, and performance avoidance, to identify distinct motivational profiles, in 1137 middle school students. Subsequently, we used regression mixed models and network analysis to examine between‐subgroup differences in the relationship between school climate, an external factor, and academic burnout. Latent profile analysis (LPA) revealed three typical patterns of goal pursuit: success‐oriented (17.8%), characterized by motivation across various goals; moderated motivation (70%), lacking a salient dominant goal and clear motivational tendency; and unmotivated (12.8%), showing a lack of interest and motivation in learning. Among the success‐oriented subgroup, academic burnout was most strongly associated with campus climate. Network comparison results showed stronger links between “student‐student support” and “exhaustion,” as well as “autonomy” and “efficacy reduction,” among students in the success‐oriented subgroup compared to those in the unmotivated subgroup. Therefore, educational or counseling programs should be developed, tailored to different goal‐seeking models and the specific school climate.
Background
Several cross-sectional and longitudinal investigations have demonstrated a robust association between academic stress, physical activity, mental health history, and time management skills. However, the existing literature exhibits inconsistencies in the relationship between academic stress and its predictive effects on physical activity and mental health history. In addition, there is a scarcity of scholarly research that concentrates on the significance of time management skills within this particular context. Furthermore, limited research has investigated these variables’ longitudinal associations and causal pathways. Therefore, the present research explores the longitudinal relationships among academic stress, physical activity, mental health history, and time management skills among university students.
Methods
The data were gathered from Wuhan University, China, employing a two-wave longitudinal survey methodology with an annual interval. A cohort of 980 university-level students engaged in the completion of questionnaires, which encompassed measures of academic stress via the Educational Stress Scale for Adolescents (ESSA), physical activity ascertained through Cho's five-item questionnaire, mental health history assessed by the Kessler Psychological Distress Scale, and time management skills evaluated using the Time Management Behaviour Scale (TMBS). Subsequently, a cross-lagged path model was utilised to examine the prospective associations among these constructs.
Results
The outcomes of the cross-lagged path analysis indicated the presence of significant bidirectional relationships between academic stress and physical activity, mental health history, and time management skills. In addition, bidirectional interconnections existed between physical activity and mental health history. Furthermore, unilateral correlations were detected between physical activity and time management skills.
Conclusions
These findings underscore the importance of an integrated approach to student health initiatives and highlight the need for comprehensive support systems that address student well-being's psychological and physical aspects.
