ACADEMIC BURNOUT EXPERIENCES OF UNDERGRADUATES SINCE THE COVID-19 PANDEMIC
DOI:
https://doi.org/10.14456/aisr.2025.2Keywords:
Academic Burnout, Phenomenological Study, UndergraduatesAbstract
This qualitative research investigates the academic burnout experiences of undergraduates since the COVID-19 pandemic using a phenomenological qualitative approach. Seven undergraduates were selected based on specific criteria. Data were collected through in-depth interviews. Findings revealed four main themes of their experiences. The first theme is multiple waves of academic burnout. This theme includes fluctuating feelings of powerlessness and recovery, experiencing exhaustion and an inability to continue, a lack of energy to study, a loss of self-control, avoidance of studying, and the sense that life feels ruined. The second theme is characteristics contributing to stress. These include being easily stressed, having high expectations, being inflexible, striving for stability and perfection, and having high expectations for academic performance while being unable to adapt to other areas of life. The third theme is cumulative stress, sleep deprivation, and poor time management. Participants reported experiencing cumulative pressures, stress, inadequate rest, and difficulty managing time or maintaining a coherent schedule. The fourth theme is coping with burnout and seeking support. This theme involves reflecting and building self-confidence, addressing the root causes of problems, and seeking support from friends and family. These results underscore the need for targeted interventions and support mechanisms to address academic burnout and promote student well-being in post-pandemic educational environments.
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