Relationships among Time Management, Academic Self-Efficacy, Mental Fatigue, and Academic Burnout of Undergraduates Since the COVID-19 Pandemic
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Abstract
The purpose of this research is to study the relationship among time management, academic self-efficacy, mental fatigue, and academic burnout in undergraduate students since the COVID-19 pandemic using a convergent mixed-method approach. Two groups of students participated in the research: 320 students for the quantitative study and 14 students, consisting of high and low academic burnout score groups, for the qualitative study. Findings revealed that the relationship model of time management, academic self-efficacy, mental fatigue, and academic burnout fit well with the empirical data (Chi-square = 15.87, df = 10, p = .10, CFI = 0.993, GFI = 0.990, and RMSEA = 0.043). The three variables in the model explained 57% of the variance in academic burnout. Mental fatigue was the most significant factor, followed by time management and academic self-efficacy, respectively. The qualitative study showed that there were three main themes in both high and low-score groups: 1) Academic burnout experiences, 2) Factors contributing to academic burnout, and 3) Coping with burnout.
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References
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