Keywords
Academic Burnout
Psychological Well-Being
How to Cite
Abstract
Increasing academic demands in the post-pandemic era have heightened the risk of academic burnout among vocational high school students, particularly in private schools that emphasize both academic achievement and vocational competence. Academic burnout is characterized by emotional exhaustion, cynical attitudes toward learning activities, and reduced academic efficacy, which negatively affect students’ learning motivation and psychological well-being. One psychological factor that serves as a protective resource against this condition is self-compassion, defined as the ability to treat oneself with kindness, understanding, and mindful awareness when facing academic pressure or failure. This study aims to examine the relationship between self-compassion and academic burnout among private vocational high school students in Surabaya. A quantitative approach with a correlational research design was employed. Participants were private vocational high school students in Surabaya, selected using a convenience sampling technique. Data were collected using the Self-Compassion Scale (SCS) and the adapted Maslach Burnout Inventory–Student Survey (MBI-SS). Statistical correlation analysis was conducted to examine the relationship between the two variables. The findings of this study are expected to contribute theoretically to the field of educational psychology and provide practical implications for schools in developing counseling and well-being-based intervention programs to reduce academic burnout by strengthening students’ self-compassion.
References
Bocianowski, J., Wrońska-Pilarek, D., Krysztofiak-Kaniewska, A., Matusiak, K., & Wiatrowska, B. (2024). Comparison of Pearson’s and Spearman’s correlation coefficients for selected traits of Pinus sylvestris L. Biometrical Letters, 61(2), 115–135.
Farisandy, E. D., Yulianto, A., Kinanti, A. D., & Ayu, B. A. (2023). The effect of self-compassion on academic burnout in undergraduate students. International Journal of Science Annals, 6(1), 12–20.
Gómez Penedo, J. M., & Flückiger, C. (2025). How to interpret correlational process–outcome effect sizes in psychotherapy: A meta-analytic benchmark study. Psychotherapy Research.
Kustiani, K. P., Suhendri, S., & Iffah, L. (2024). Analysis of academic stress levels of high school students. Jurnal Bikotetik (Bimbingan dan Konseling: Teori dan Praktik, 8(2), 126–132.
Mamahit, H., & Reandsi, H. W. (2022). Penerapan teknik Scavenger Hunt dalam bimbingan klasikal untuk mengatasi academic burnout pada siswa. Bulletin of Counseling and Psychotherapy, 4(1), 36–43.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422.
Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101.
Nur, L., Maghfiroh, N., & Ulwiyah, I. (2024). Efektivitas teknik self regulated learning dalam mereduksi tingkat kejenuhan belajar mahasantri angkatan 2020 PPA Ibnu Katsir Jember. Journal Scientific of Mandalika, 5(5), 202–207.
Qin, Z., Yang, G., Lin, Z., Ning, Y., Chen, X., Zhang, H., & Un In Wong, C. (2025). The impact of academic burnout on academic achievement: A moderated chain mediation effect from the Stimulus-Organism-Response perspective. Frontiers in Psychology, 16, 1559330.
Rosti, L., & Affandi, G. R. (2024). Relationship between self-compassion with academic burnout in SMA X students in Sidoarjo. Psikologia: Jurnal Psikologi, 11(1), 152–157.
Salmela-Aro, K., & Upadyaya, K. (2020). School engagement and school burnout profiles during high school: The role of socio-emotional skills. European Journal of Developmental Psychology, 17(6), 943–964.
Shi, X., Zhang, Q., Liu, Y., & Song, Y. (2024). The impact of alexithymia, anxiety, social pressure, and academic burnout on depression in Chinese university students: an analysis based on SEM. BMC Psychology, 12, Article 757.
Sugianto, D. (2020). Validitas dan reliabilitas Skala Welas Diri versi Indonesia. Jurnal Psikologi UIN Jakarta, 16(2), 201–212.