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

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.