OPEN ACCESS
PEER-REVIEWED
Original Study
| Published: June 14, 2024
The Impact of Burnout and Exam Anxiety on the Academic Self-Efficacy of Competitive Exam Aspirants
Student, SUNY New Paltz, New Paltz, NY, USA
Google Scholar
More about the auther
Professor, SUNY New Paltz, New Paltz, NY, USA
Google Scholar
More about the auther
DIP: 18.01.303.20241202
DOI: 10.25215/1202.303
ABSTRACT
The aim of the study was to analyse the impact of burnout and exam anxiety on the academic self-efficacy of competitive exam aspirants. A sample size of 120 respondents was taken via purposive random sampling and the Burnout Assessment Tool (BAT, 2020), Test and Anxiety Measure (TEAM, by Byron D. Brooks) and General Academic Self-Efficacy Scale (GASE, 2018) were used for data collection. A multiple regression model was employed, and it was found that trait anxiety, state anxiety (factors of exam anxiety) and cognitive impairment (factor of burnout) predict Academic Self-Efficacy amongst competitive exam aspirants. While trait anxiety and cognitive impairment have a negative relationship with Academic Self-Efficacy, state anxiety has a positive relationship with Academic Self-Efficacy. Suggestions to help alleviate burnout and academic anxiety are also discussed.
Keywords
Exam Anxiety, Academic Self-Efficacy, Burnout, Competitive Exams, Aspirants, Regression Analysis
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2024, Bansal, S. & Geher, G.
Received: January 26, 2024; Revision Received: June 10, 2024; Accepted: June 14, 2024
Sonakshi Bansal @ bansals1@newpaltz.edu
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.303.20241202
10.25215/1202.303
Download: 18
View: 289
Published in Volume 12, Issue 2, April-June, 2024