Use of Cognitive Emotion Regulation Strategies and their Association with Academic Burnout of University Students

Clicks: 7
ID: 336884
2024
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #574 of 953 articles by views in Pakistan Social Sciences Review

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 953 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
Academic burnout is one of the biggest issues of the modern period. Academic burnout is depicted by a prolonged lack of interest in the student's studies and a loss in output. This study set out to measure the degree of academic burnout experienced by university students, examine differences in their academic burnout levels, and ascertain whether academic burnout and CER Strategies are related. This survey study included a quantitative analysis of the three campuses of the University of Education Lahore. A correlation design was used. The target population consisted of both male and female students enrolled in the three campuses of university. The multistage sampling was used to collect sample of 300 students, with an equal representation of 150 males and 150 females. Two scales were included in a closed-ended questionnaire of survey. The study's findings indicate that academic stress leads to academic burnout among university students. The study also found that students in the Science and Education divisions report the same level of cynicism, but students in the Arts and Social Sciences division differ significantly. Adaptive cognitive emotion regulation strategies had a significant negative correlation, in contrast to the high positive association observed with maladaptive cognitive emotion regulation strategies. Future teacher educators and policy maker can adopt such strategies to reduced academic burns out in higher educational institutions.
Reference Key
imported_1793231211_6ae2896b8b5ae Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Azhar Majeed Qureshi
Are you one of these authors? Claim your profile
Journal Pakistan Social Sciences Review
Year 2024
DOI
10.35484/pssr.2024(8-III)68
URL
https://ojs.pssr.org.pk/journal/article/view/795
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.