Abstract
Academic burnout is a pervasive issue among students, leading to exhaustion, disengagement, and negative impacts on mental health. This study investigates academic burnout and coping mechanisms among students. Data was collected from 337 students using standardized tools, including the Oldenburg Burnout Inventory for Students and the Brief-COPE questionnaire. The results indicate high levels of academic burnout, particularly in terms of exhaustion and disengagement. Additionally, students employ various coping mechanisms, with moderate engagement in problem-focused and emotion-focused strategies, and lesser use of avoidant coping. Furthermore, correlation analysis reveals significant relationships between academic burnout and coping mechanisms, highlighting the need for targeted interventions. Recommendations include providing resources and support for students experiencing burnout, promoting healthy coping mechanisms, and implementing stress management programs. Longitudinal studies are recommended to assess the long-term effects of coping strategies on academic burnout and well-being. Ultimately, addressing academic burnout and enhancing coping mechanisms are crucial for promoting student well-being and academic success.
