Emotional Exhaustion and Academic Performance in University Students: Mediating Role of Cynicism

Abstract

The current study intended to investigate the association between academic burnout (i.e., emotional exhaustion, cynicism, and academic efficacy) and academic performance particularly to examine the mediating role of cynicism between emotional exhaustion and academic performance in university students. In this correlational study, a sample of 300 (men=119; women=181) university students (BS and MS programs) in the age range of 18-29 years (M=21.45; SD=2.14) was randomly selected from a public sector university in Faisalabad city, Pakistan. Breso Burnout Scale (Breso et al., 2007) was used to assess academic burnout whereas the percentages of obtained marks in the last semester/degree program served as the measure of the academic performance of the participants. The results indicated a significant negative correlation between academic burnout and academic performance, and academic burnout was found to be a predictor of academic performance. Moreover, cynicism appeared to be mediating between emotional exhaustion and academic performance. Additionally, significant differences in levels of academic burnout and academic performance were also there concerning the demographic characteristics (i.e. class, gender, family system, and residence). The findings have significant implications for the relevant stakeholders; mental health professionals, students’ counselors, authorities of educational institutions, and concerned policymakers.