Predicting academic burnout in post-secondary students: The influence of time management and self-compassion

Abstract

More individuals than ever before are enrolling in post-secondary education to further their education and become a competitive candidate in the labor market. Unfortunately, many post-secondary students experience a variety of stressors and demands in a variety of life domains (e.g., academic, financial, and social). This type of chronic, unmanaged stress can lead to academic burnout. Academic burnout is associated with a multitude of negative effects for post-secondary students, including reduced academic performance and mental well-being. Both time management and self-compassion are suggested buffers against academic stress and are positively linked to increased academic success. However, their potential protective role against academic burnout remains relatively unexplored. A cross-sectional study of 78 students was conducted to examine time management and self-compassion as predictors of academic burnout. A regression analysis found that high ratings of self-compassion, but not time management, predicted lower levels of academic burnout. Gender differences were present within self-compassion, but gender was not found to moderate self-compassion’s relationship with academic burnout. The results suggest that being kind and understanding rather than being harshly self-critical when faced with challenges or disappointments helps to buffer the burnout experienced by students in higher education. Students could be better prepared to deal with the stress of post-secondary education by learning adaptive strategies to manage their stress through increased compassion towards oneself.