"Resilience in the Classroom: Exploring Protective Factors Against Academic Burnout" by Brianna Mikucki

Resilience in the Classroom: Exploring Protective Factors

Against Academic Burnout

Brianna Mikucki, Dominican University New York

Abstract: Academic burnout in college students, characterized by physical and mental exhaustion as a result of prolonged stress from academic demands, is a growing concern. Ingham (2024) reports that 60% of all college students experience some level of academic burnout. This condition can hinder academic opportunities and negatively impact a student’s overall well-being. The psychological trait grit describes the determination to reach an individual's goal, which may play an important role in determining vulnerability to academic burnout. Using the Maslach Burnout Inventory to measure burnout levels and the 12-Item Grit Scale to assess grit, this study evaluated the relationship between these two factors. The study’s overall purpose was to determine whether students with higher levels of grit are less susceptible to academic burnout. The second part of the study used an experiment to examine the potential impact of self-affirmation on burnout. One group of participants engaged in a self-affirmation task by reflecting upon their core values and ranking them from least to most important, while the second group ranked their favorite laptop characteristics. Afterwards, both groups answered the same survey questions from the Maslach Burnout Inventory. Results were compared in order to determine if the students participating in self-affirmation activities were more efficient in mitigating their burnout levels compared to the other group. This research may contribute to the development of strategies such as self-affirmation that help students manage academic burnout, especially for those who may not naturally possess high levels of grit. 

---

Introduction

College life is often portrayed as an exciting period of growth, learning, and independence. “College will be the best years of your life” is a common phrase given to college students that seems to only focus on the highlights of the four years. Students are given the opportunity to make new friends, discover new hobbies, and make memories that will last a lifetime. However, people often don't talk about the challenges that come along with attending college, such as strict professors, heavy coursework, and social upheaval. Balancing academic performance, career aspirations, and personal goals can become overwhelming for some students (Findlay & Vang, 2023). The newly gained independence from parents can be stressful on emerging young adults, and when combined with college-level coursework, work can lead some students to academic trouble. The challenges that college students face throughout their years also have the potential to diminish their academic motivations. Beneath the surface of campus life, many students struggle with academic burnout. The term academic burnout is defined as chronic physical and emotional exhaustion due to overwhelming academic demands. In psychology, burnout consists of three components. First, there is emotional exhaustion, which refers to feelings of being emotionally drained due to work demands. Next is depersonalization, which involves the development of negativity toward others, which can ultimately create detachment. Finally, reduced personal accomplishment describes students who begin to feel their academic goals are out of reach (as cited in Maslach & Leiter, 2016, p. 103). These components combined can impact a student’s well-being and potentially hinder their success. Studies have shown that academic burnout is increasingly common among students (Liu et al., 2023). According to the National College Health Assessment, 80% of college students reported feeling overwhelmed, and 40% reported it was difficult to function (Kosmin, 2023). All of this can eventually lead to academic burnout, which not only hinders academic success but can also take a serious toll on students' overall motivation. 

As the issue gains more attention, researchers are turning to psychological traits that might protect students from the negative effects of academic pressure, such as grit. The term was popularized by Duckworth et al. (2007), who defined it as the perseverance an individual maintains around long-term goals. It has consistently been shown to play a critical role in helping individuals navigate adversity even in the toughest environments. Grit has been shown to be a factor that can predict success in a variety of situations, including high GPAs among Ivy League undergraduates, student retention at West Point Military Academy, and ranking in the National Spelling Bee (Duckworth, Peterson, Matthews, & Kelly, 2007; Duckworth et al., 2011). Grit has also been used to examine success in marriage and in the workplace (Eskreis-Winkler, Shulman, Beal & Duckworth, 2014; Southwick, Tsay, & Duckworth, 2019). Duckworth et al. (2007) stress that in order to see success in any discipline, commitment is required to achieve a goal, along with having the strength to persevere through any setbacks that may come up along the way. Grit may be a key factor in avoiding academic burnout because it encourages resilience and the ability to maintain focus on long-term aspirations despite the difficulties college brings. With grit, students can develop the mentality that is needed to overcome the challenges they encounter throughout their educational career.

In addition to grit, another tool that could offer support in times of challenge is self-affirmation. In the psychology literature, self-affirmation is defined as acts that affirm one’s self-worth, often by having individuals reflect on core values, which may give a broader view of the self (Steele, 1988; Cohen & Sherman, 2014). Purpose is a goal driven by both personal growth and a desire to make a meaningful impact on the world beyond oneself. This idea emphasizes the underlying motivation behind the goal, rather than just the specific outcome (Massey, Gebhardt, & Garnefski, 2008). By encouraging students to reflect on their core personal values and goals, self-affirmation exercises may help buffer against stress and promote stronger motivation. Difficult tasks can be tedious, but by reflecting on the purpose of the work and reminding oneself of one’s transcendent purpose, individuals can persevere and sustain high academic performance (Yeager et al., 2014). In the context of higher education, recent studies have shown that value affirmation activities can improve the performance of female learners in a physics course (Miyake et al., 2010), underrepresented minority learners in a biology course (Jordt et al., 2017), and first-generation college learners in overall academic success (Harackiewicz et al., 2014).

The goal of this research study is to shed light on how traits such as grit and simple psychological interventions, including self-affirmations, can be used to combat burnout and promote student well-being. A combination of surveys and experimental methods has been used to explore these relationships and determine whether or not these protective factors can help mitigate academic burnout in students. I hypothesize that the psychological trait grit, along with self-affirmation activities, has the capacity to serve as a protective factor against burnout. The participants with higher levels of grit will demonstrate lower levels of burnout. Furthermore, the other group of participants, those who engage in the self-affirmation activity, will also demonstrate lower levels of burnout. By identifying the role of these protective factors, the study aims not only to gain a better understanding of academic burnout and methods of mitigating its effects on students. 

Method

Study 1

Participants

The participants in this study consisted of 80 undergraduate students at Dominican University of New York, enrolled in various psychology courses. Participants were primarily freshmen and sophomores, with representation of both male and female students. The participants' ages ranged from 18 to 22 years old.

Materials

Academic burnout was assessed using the Maslach Burnout Inventory (MBI), which measures the three components discussed earlier: emotional exhaustion, depersonalization, and a diminished sense of accomplishment. 

Grit was assessed using the 12-item Grit Scale, which is designed to measure an individual's perseverance and passion for long-term goals. It assesses two key dimensions: consistency of interests and perseverance of effort. This tool has been widely used in psychological and educational research to quantify how likely a person is to maintain focus and effort over extended periods despite challenges or setbacks.

Procedure

In study 1, participants completed both the Maslach Burnout Inventory and the 12-item Grit Scale. Participants signed up for this study using the university’s SONA system and completed the questionnaires on Google Forms. Participants also completed a demographic questionnaire regarding their age, gender, and class standing. Once participants completed the surveys, they were debriefed about the study and thanked for their participation. The student responses were compiled into Google Sheets for analysis. 

Results 

Correlational analyses were conducted on the questionnaires, specifically examining the relationship between grit and components of the Maslach Burnout Inventory. Results show a correlation between these two variables (r = -0.46, p < .01). Specifically, as scores on the grit scale increased, scores on burnout decreased (See Figure 1).

Next, a correlational analysis was done between grit and depersonalization. Results show a negative correlation between these two variables (r = -0.34, p < .01). As scores on the grit scale increased, scores on the depersonalization scale decreased (See Figure 2).

Finally, the relationship between grit and personal achievement was analyzed. Results show a positive relationship between these two variables (r = +0.48, p < .01). As scores on grit increase, scores on personal achievement increase as well (see Figure 3).

Figure 1

Figure 2

Figure 3

Discussion

The results of Study 1 are consistent with the hypothesis that grit protects against factors related to burnout. Specifically, I predicted that grit would be negatively associated with burnout and depersonalization and positively associated with personal achievement. The results confirm these hypotheses. The results are consistent with the literature about the protective factors associated with grit. Even though an important aspect of grit is the ability to persevere through challenges, it also focuses on the passion and enjoyment for an activity. This second aspect of grit can explain the mitigating effects of academic burnout and depersonalization. In the same way, people who enjoy their work and are willing to persevere in it are more likely to attain their goals. Duckworth et al.’s (2007) research indicates that individuals who are passionate about their pursuits are more likely to achieve success because their enthusiasm fuels sustained effort and resilience even when faced with challenges. This passion-driven perseverance often leads to higher performance and goal attainment (Jachimowicz et al., 2018).

One limitation of this study is that the findings rely on correlational data, which limits any causal explanations. For example, while it's demonstrated that high levels of grit may mitigate burnout levels, it is also possible that experiencing less burnout enables individuals to maintain or develop more grit, which ultimately means the direction of the relationship is unclear. Study 2 attempts to address this limitation by conducting an experiment. Despite these limitations, this study provided a first step in understanding the relationship between these variables. 

Study 2

Participants

The participants in this study consisted of 35 undergraduate students at Dominican University New York, enrolled in various psychology courses. They were primarily freshmen and sophomores, with representation of both male and female students. The participants' ages ranged from 18 to 22 years old.

Materials 

The MBI from Study 1 was used again to assess burnout and its related components. However, Study 2 examined self-affirmation using an activity where participants ranked items related to their personal interests. 

Procedure

In this experiment, participants were randomly assigned to one of two conditions designed to induce or not induce self-affirmation. The first condition was designed to induce self-affirmation and asked participants to rank their core values (Character/self-discipline, talent/pragmatism, public interest, human emotions, fame/achievement, family orientation, law-abiding obedience, money/power). The participants in this condition were promoted to reflect on the one they considered most important by writing a brief explanation of its personal significance. The second condition served as a control, and participants were asked to rank their preferred characteristics in a laptop (i.e., long battery life, ample storage, name brands, lightweight design, quick charging, fast performance, good speakers, touchscreen). Afterward, completing the ranking, participants provided a short explanation of why their top-ranked feature was most important. The control activity was intentionally designed to mirror the format and cognitive effort of the values reflection task. After completing the assigned tasks, all participants responded to questions derived from the Maslach Burnout Inventory. No deception was used in this study; participants were clearly informed that the research explored the topics of personal values, burnout, and grit, and were given thorough instructions throughout the experiment. 

As in Study 1, participants in Study 2 signed up for this study using the SONA system and completed the questionnaires on Google Forms. They also completed a demographic questionnaire asking about their age, gender, and class standing. Once they completed the surveys, participants were debriefed about the study and thanked for their participation. The student responses were compiled into Google Sheets for analysis. 

Results

The results revealed a difference in burnout levels between the two participant groups. Participants in the self-affirmation activity group reported lower average burnout scores compared to those in the control group. An independent samples t-test was conducted to compare the mean burnout scores across the two groups (see Figure 4). The analysis showed that the self-affirmation group experienced significantly less burnout, suggesting that reflecting on core personal values may protect against burnout (M_{self-affirmation} = 19.5, M_laptop = 26.3).

Figure 4

Discussion 

The goal of this experiment (Study 2) was to compare the two groups in order to examine whether engaging in a self-affirmation activity could mitigate burnout levels. The results are consistent with the hypothesis that self-affirmation protects against factors related to burnout. Furthermore, the results are consistent with the literature about the protective factors associated with participating in self-affirmation activities. Recent studies show that focusing on personal values may provide a sense of direction, control, and motivation, which counters the hopelessness associated with mental health issues (Nezer, Pninit, & Atad, 2025). Reflecting upon an individual's core values reminds them of the purpose behind what they’re doing, and therefore, they can hold onto this motivation to protect themselves from experiencing burnout. 

It’s important to remember that the Maslach Burnout Inventory measures burnout across three levels (burnout, depersonalization, and personal achievement). My study revealed a significant mean difference in the burnout scores between the self-affirmation and control groups. However, there were no significant effects in depersonalization and personal achievement scores between the self-affirmation and control groups. I believe the reason for this is that self-affirmation primarily influences emotional exhaustion, which is one of the core components of burnout (Brady et al., 2020). This is done by helping individuals reconnect with their values and sense of self-worth, but it may not directly impact depersonalization or an individual's feelings of personal achievement because these factors are more related to interpersonal dynamics and long-term goal fulfillment. 

Despite these limitations, the results demonstrate that the main finding between self-affirmation and burnout suggests that conscious reflection of one’s core values can reduce the detrimental effects of stress.  

General Discussion

Study 1 used a correlational design to investigate the relationship between burnout and grit. Results suggest that people who score high on grit are more likely to score low on burnout, as measured by the Maslach Burnout Inventory. The negative correlation between grit and burnout was consistent across all three measures, which included burnout, depersonalization, and personal achievement. Study 2 expanded on the results of Study 1 by using an experiment to show a causality between another protective factor (self-affirmation) and burnout. Results suggest that self-affirmation can protect against burnout. 

One application of the present findings is that grit is an important personality trait that can mitigate the effects of burnout. Being aware and having knowledge about oneself will be important for students to place themselves in optimal environments. For example, students who believe they are low on grit may want to take fewer classes in order to focus on them better instead of being overwhelmed by a heavy course load. In addition, some studies suggest that grit is an attribute that can be developed and fostered in students (Park et al., 2020; White et al., 2016). Future studies might examine this possibility in order to reduce academic burnout. 

Another application of this study is that self-affirmation could be used as a protective factor against burnout, especially in an academic setting. College students are often tasked with a heavy workload from their courses accompanied by challenging material. This is especially true for certain majors, such as nursing, where there is a disproportionate burden of burnout (Boamah, Olarte-Godoy, Jack, Root & Halladay, 2024; Findlay, Sandy, & Vang, 2023). Alghtany, Madhuvu, Fooladi, & Crawford (2024) found that a strong professional self-concept could alleviate academic burnout, suggesting that enhancing this self-concept may improve student outcomes and retention in the nursing progression. Reminding students to reflect on their purpose may reduce the negative effects of chronic stress and provide more motivation in achieving academic goals.

Taken together, the research here demonstrates the importance of finding protective factors to reduce the harmful effects of stress. It’s important to note that there are other potential causes of burnout, such as lack of resources, home-life influence, and job demands (Rupert, Miller, & Dorociak, 2015). This study attempted to elucidate the role of protective factors, grit, and self-affirmation in burnout. Furthermore, it aims to encourage the potential application in educational settings to support students’ well-being and protect them in the future from experiencing academic burnout. 

References 

Alghtany, S., Madhuvu, A., Fooladi, E., & Crawford, K. (2024). Assessment of academic burnout and professional self-concept in undergraduate nursing students: A cross-sectional study. Journal of Professional Nursing, 52, 7–14. 

Boamah, S. A., et al. (2024). Past the tipping point: Understanding and addressing burnout among nursing students. Nurse Education Today, 141, 106319.

Brady, K.J., et al. (2020). Describing the emotional exhaustion, depersonalization, and low personal accomplishment symptoms associated with Maslach Burnout Inventory subscale scores in US physicians: An item response theory analysis. Journal of Patient-Reported Outcomes, 4, 42.

Cascio, C., et al. (2015). Self-affirmation activates brain systems associated with self-related processing and reward and is reinforced by future orientation. Social Cognitive and Affective Neuroscience, 11, 621–629.

Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333-371.

Duckworth, A., et al. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101.

Eskreis-Winkler, L., et al. (2014). The grit effect: Predicting retention in the military, the workplace, school and Marriage. Frontiers in Psychology, 5, 36.

Findlay, S., & Vang, A. (2023). The impact and management of nursing student burnout. MEDSURG Nursing, 32(5), 334.

Gamage, K., et al. (2021). The role of personal values in learning approaches and student achievements. Behavioral Sciences, 11, 102.

Harackiewicz, J. M., et al.  (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Psychological Science, 25(4), 943-953.

Ingham, P. (2024). Breaking the silence: Addressing burnout and stress in college healthcare students and educators. American Society for Clinical Laboratory Science, 38, 5.

Jachimowicz, J., et al. (2018). Why grit requires perseverance and passion to positively predict performance. Proceedings of the National Academy of Sciences, 115, 9980–9985.

Jordt, H., et al.  (2017). Values affirmation intervention reduces achievement gap between underrepresented minority and white students in introductory biology classes. CBE-Life Sciences Education, 16, 1-10.

Kosmin, J. (2024). Stress vs. Burnout among college students. Malvern Behavioral Health.

Liu, Z., et al. (2023). Factors associated with academic burnout and its prevalence among university students: A cross-sectional study. BMC Medical Education, 23, 317.

Maslach, C., & Leiter, P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15, 103–111.

Miyake, A., et al. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330(6008), 1234-1237.

Park, D., et al. (2020). Fostering grit: Perceived school goal-structure predicts growth in grit and grades. Contemporary Educational Psychology, 55, 120-128.

Rupert, P. A., Miller, A. O., Doriociak, K. E. (2015). Preventing burnout: What does the research tell us? Professional Psychology: Research and Practice, 46, 168-174.

Sherman, D., (2013) Self‐affirmation: Understanding the effects. Social and Personality Psychology Compass, 7, 834–845.

White, R.E., et al. (2016). The “Batman Effect”: Improving perseverance in young children. Child Development, 88, 1563-1571.

Yeager, D., et al. (2017)  Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559–580.