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International Journal of Islamic Educational Psychology

Vol. 4, No. 2, December 2023
DOI: https://doi.org/10.18196/ijiep.v4i2.18687
The Relationship between Personality and Academic Burnout:

Exploring the Influence of Psychological Well-Being and
Demographic Factors
¹Sri Wahyuni*, ²Hellya Agustina, ¹Ricca Angreini Munthe
¹Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia

²Universiti Kebangsaan Malaysia, Malaysia
*Corresponding email: sri.wahyuni@uin-suska.ac.id
ARTICLE INFO ABSTRACT
Article History Previous studies have found that academic burnout occurred at all
Received : 31/05/2023 levels of education, including universities. Academic burnout is
Revised : 14/11/2023 characterized by emotional exhaustion, depersonalization, and a lack
26/11/2023
of confidence in students' abilities. Various variables can influence it,
28/11/2023
01/12/2023 such as personality, well-being, and demographic factors. This research
Accepted : 04/12/2023 uses a correlational design to examine the relationship between
personality and academic burnout among college students while
exploring the role of psychological well-being as a mediator and
Keywords: demographic factors as a moderator. This design allows for the
Academic Burnout, simultaneous collection of data from many individuals. We recruited
Demographic Factors, 522 undergraduate students to participate in an online survey and used
Personality, the Maslach-Student Burnout Inventory (MSBI), NEO Five-Factor
Psychological Well-Being.
Inventory (FFI), and Psychological Well-being Questionnaire for
measurement. For data analysis, we used SPSS version 25 and IBM
SPSS AMOS version 24 to determine the mediation-moderation effect
Copyright © 2023 IJIEP and tested the factor analysis of the proposed model. This research
found a relationship between personality and academic burnout, with
extraversion, agreeableness, conscientiousness, and openness to
This work is licensed under experience associated with low academic burnout. In contrast,
a CC BY-SA 4.0 neuroticism was associated with high academic burnout. Furthermore,
International license.
the level of student psychological well-being was found to mediate the
correlation between personality and academic burnout. Therefore, this
study recommends that students, teachers, and parents pay attention
to the importance of psychological well-being.
Citation:
Wahyuni, S., Agustina, H., & Munthe, R. A. (2023). The relationship between personality and
academic burnout: Exploring the influence of psychological well-being and demographic
factors. International Journal of Islamic Educational Psychology, 4(2), 169-189.
https://doi.org/10.18196/ijiep.v4i2.18687
Wahyuni, Agustina, & Munthe| The Relationship between Personality and Academic Burnout:
Exploring the Influence of Psychological Well-Being and Demographic Factors
INTRODUCTION
Studying in college significantly differs from high school due to the increased
academic and social demands, which can lead to stress and fatigue (Lin & Huang,
2014). Academic demands include completing assignments for each course and
preparing for exams. In addition to coursework, students are also expected to
have strong social skills to interact with their peers. They will often work on
group assignments that require collaboration and will be together until they
obtain their bachelor's degree. Furthermore, students who do not live with their
parents in boarding houses or dormitories face additional demands such as
adaptability, social interaction, and autonomy. If students are unable to handle
these demands effectively, regulate their emotions, and solve problems, they may
experience feelings of boredom, psychosomatic issues, and academic burnout
(Cazan & Năstasă, 2015).
Burnout was originally used in the workplace as a psychological syndrome
caused by emotional exhaustion, depersonalization, and decreased performance
due to emotional and interpersonal stress (Maslach et al., 2001). Emotional
exhaustion is the most prominent aspect of burnout and is closely related to
fatigue. In students, this fatigue significantly impacts their ability to complete
assignments. Burnout leads individuals to emotionally and cognitively distance
themselves from tasks because they feel overwhelmed by the demands.
Depersonalization involves behaving cynically and indifferently towards tasks
when feeling tired and hopeless. Furthermore, the lack of personal
accomplishment at work, caused by prolonged work demands and a lack of
resources or facilities, results in cynicism towards work and ineffective
performance.
Academic burnout refers to the fatigue, cynicism, and feeling of incompetence
experienced by students, which leads to a lack of class participation, reluctance
to contribute to group assignments, difficulty learning new material, and a sense
of meaninglessness (Rahmatpour et al., 2019). According to Liu et al. (2019), the
first symptom of academic burnout is emotional exhaustion, which affects
personal well-being and leads to feeling overwhelmed. The second symptom is
cynicism, where students develop a distant attitude towards academic activities
and peers. At last, low self-efficacy results in a decline in academic achievement.
Numerous studies have shown that academic burnout is prevalent among
university students (Ramadhan et al., 2022). Their research on students at the
Faculty of Psychology found that most respondents experienced academic
burnout, with 45.8% reporting emotional exhaustion, 34.9% experiencing
depersonalization, and 62.7% having a decrease in academic achievement
efficacy. Similarly, Marchella et al. (2023) found that over half of the respondents
experienced academic burnout. Furthermore, working students are more likely
to experience burnout (Orpina & Prahara, 2019). Lee et al. (2018) emphasized that
students are more susceptible to academic burnout when they fail to effectively
cope with academic performance pressure. Among the different aspects of
International Journal of Islamic Educational Psychology, 4(2), 2023 170

burnout, exhaustion is the most dominant feeling experienced by students,

compared to cynicism and inefficiency (Allen et al., 2021). A meta-analysis by
Rosales-Ricardo et al. (2021) estimated the prevalence of each dimension of
academic burnout syndrome to be 55.4% for emotional exhaustion, 31.6% for
cynicism, and 30.9% for low personal achievement. These symptoms align with
those experienced by workers, such as increased absenteeism, higher dropout
rates, and reduced performance. These are serious mental challenges for
students, and the risk of experiencing burnout is particularly high during college.
Most evidence indicates that non-cognitive factors, specifically personality traits,
significantly influence academic burnout. Personality traits can help predict
student performance as they affect interactions with lecturers, peers, and others
(Lee et al., 2017; Sobowale et al., 2017). On the other hand, academic burnout
leads to adaptation problems (Vinter et al., 2021) and affects psychological well-
being (Denning et al., 2021). It is positively related to psychological
maladjustment (Lee & Lee, 2018) and dropout rates (Marôco et al., 2020) but
negatively associated with subjective well-being (Wang et al., 2021) and
performance (Vizoso et al., 2019). Academic burnout can occur in anyone
involved in psychology-related activities, such as higher education. There seems
to be little difference between men and women regarding academic burnout.
Both genders experience similar feelings towards their study programs.
However, men tend to report higher levels of loneliness and academic burnout
(Prowse et al., 2021). Women, on the other hand, report experiencing higher
levels of stress (Gao et al., 2020), particularly during exams and communication.
Lee et al. (2013) stated that Korean youth experience significant stress in their first
year due to the education system's focus on college entrance exams, the pressure
to achieve high academic performance, and the competitive atmosphere in
college. This problem also exists in Indonesia, where these demands lead to
academic burnout among students. Castellanos (2018) 1 added that students face
multiple stressors, and college stress negatively impacts their lives, contributing
to academic burnout syndrome. This syndrome is frequently observed in higher
education settings and can result in stress, loneliness, and negative emotions that
hinder learning.
March-Amengual et al. (2022) discussed the numerous challenges students face
during their first year of university. Transitioning from high school to college,
academic stress from coursework and exams, a lack of family support, and
economic factors can lead to high stress levels and emotional exhaustion.
Furthermore, cynicism arises in students when there is a perceived disconnect
between their expectations of college and the reality of their college experience.
This cynical attitude can result in dissatisfaction, diminished well-being, negative
emotions, and even withdrawal from college. Butler and Constantine (2005)
noted a negative correlation between a sense of personal accomplishment and
burnout. Our research aims to demonstrate that students' personalities influence
academic burnout. Additionally, we will explore the role of psychological well-

being and demographic factors. This study investigates the theoretical concept
that student personality, demographic factors, and psychological well-being are
mediators contributing to academic burnout.
Previous studies suggested that burnout primarily affected professionals who
work in helping professions or jobs that involve close interaction with others,
such as healthcare, education, and social work (Maslach et al., 2001). Burnout is
characterized by emotional exhaustion, depersonalization, cynicism, and low
personal achievement (low self-efficacy). This research will specifically focus on
academic burnout, a common issue among university students. College students
often face psychological problems related to various stressors in the academic
environment. It has been reported that 80% of student stress stems from academic
fatigue caused by a competitive atmosphere (Collin et al., 2020). Students
experiencing academic burnout tend to suffer from anxiety, depression,
aggression, or anger. This condition is strongly influenced by physical and
psychological exhaustion, leading to frustration, helplessness, and cynicism.
Many studies have been conducted on the relationship between burnout and
personality, specifically focusing on extroversion, openness to experience, and
neuroticism. The consistent findings indicated that extroversion and neuroticism
are related to burnout (Farfán et al., 2020; Pérez-Fuentes et al., 2019). Lee et al.
(2020) conducted a study on academic burnout among college students,
characterized by exhaustion from academic demands, cynicism toward
schoolwork, and a sense of incompetence as students. These individuals tend to
have negative thinking, moods, and coping strategies. Khosravi (2021) found a
negative correlation between personality factors and academic burnout in
students. Curious students who seek new information, can control and direct
themselves, and collaborate well are less likely to experience academic burnout.
On the other hand, students with perfectionistic attitudes toward learning tend
to experience prolonged fatigue and cynicism (Seong et al., 2021).
According to the Big Five personality theory, students with neurotic personalities
are more prone to academic burnout than those with openness to experience,
conscientiousness, and extroverted personalities. However, there is no significant
correlation between agreeableness personality and academic burnout
(Soliemanifar & Shaabani, 2013). Neurotic students are more likely to experience
worry, sadness, loneliness, and depression, which contribute to their
susceptibility to academic burnout (Celik & Oral, 2013). Personality traits such as
extraversion, agreeableness, conscientiousness, and openness are negatively
correlated with emotional exhaustion and cynicism and positively correlated
with self-efficacy (Shofiah et al., 2023). On the other hand, neuroticism is
negatively correlated with self-efficacy and positively correlated with
extraversion, agreeableness, conscientiousness, and openness (David, 2010).
From the explanation above, this research aims to examine the relationship
between personality and academic burnout. Psychological well-being variables
will be considered mediators, and demographic factors will be used as

moderators. This research differs from previous studies in that it focuses on the
role of mediator and moderator variables in influencing the relationship between
personality and academic burnout. In this study, psychological well-being will
mediate the correlation between personality and academic burnout. Students
who possess traits such as openness, conscientiousness, extraversion, and
agreeableness are expected to have a higher level of psychological well-being,
which in turn will reduce their academic burnout.
On the other hand, students with neurotic personality traits are expected to have
lower levels of psychological well-being and experience burnout. Demographic
factors such as gender, length of study, and living arrangements are also expected
to impact the relationship between personality and academic burnout, either
strengthening or weakening it. Therefore, the research hypotheses are as follows:
Hypothesis 1: Personality affects academic burnout reduction.
Decades of research have consistently shown that personality traits significantly
impact how we perceive, approach, and value our lives. The six-dimensional
psychological well-being model, proposed by Ryff (1989), identifies a broader
range of well-being dimensions, including positive relationships, autonomy,
environmental mastery, personal growth, purpose in life, and self-acceptance.
Previous studies have demonstrated strong links between the main dimensions
of personality and psychological well-being, as well as other indicators of human
happiness. Future research will focus on the Big Five personality traits to further
explore the relationship between personality and psychological well-being. Early
research has emphasized the predictive role of neuroticism, extraversion, and
conscientiousness in psychological well-being. Multiple studies have indicated
that the Big Five traits can accurately predict psychological well-being (Anglim
& Grant, 2016). It is worth noting that each of the six psychological well-being
scales shares certain Big Five traits that show a stronger correlation. For instance,
agreeableness and extraversion are closely related to positive relationships,
openness to personal growth, and awareness of purpose in life (Anglim & Grant,
2016; Meléndez et al., 2019; Sun et al., 2017). However, more rigorous analytical
estimates are required to establish a definitive assessment of this cross-
correlation.
Hypothesis 2: Personality has a positive relationship with psychological well-being.
In the meantime, college students are considered adults when they graduate from
high school. However, they often struggle to adapt to the physical, psychological,
and social changes that come with this transition. Students who haven't
established their ego identities are burdened with significant responsibilities. On
the other hand, university life requires actively navigating various situations,
which can lead to increased confusion. This phenomenon suggests that students
may experience burnout during their studies. Ríos-Risquez et al. (2018) found
that academic burnout has remained stable while resilience and psychological
well-being have increased. Emotional exhaustion is the most significant
dimension of academic burnout in predicting psychological well-being. These

findings highlight the importance of promoting and developing capacities for

positive psychological well-being and integrating them through training.
Hypothesis 3: Psychological well-being mediates a variable that reduces academic
burnout.
Furthermore, pursuing a bachelor's degree can be challenging and stressful. The
academic requirements are high, and students face academic, social, and personal
challenges. They need to dedicate work hours to research, assignments, and
exams. In addition to academic obligations, there are other pressures, such as
moving, living away from home, building new relationships, and concerns about
future job prospects. If these demands persist without sufficient resources to cope
with them, it can lead to feelings of distress and the development of burnout
syndrome.
Regarding age, Robins et al. (2017) found that the average score for academic
burnout was higher among students under 30. As for gender differences in
burnout, previous literature has been inconsistent (Maslach et al., 2001).
However, Ilic et al. (2021) reported a significantly higher prevalence of high risk
for burnout syndrome in males (19%) compared to females (12.8%). On the other
hand, some studies have found no differences in burnout levels based on gender
(Gómez-Urquiza et al., 2023). In contrast, Zabuska et al. (2018) showed that
women experienced higher levels of overall and emotional or physical
exhaustion, while men reported lower levels of achievement. Additionally,
Römer (2016) found that burnout was significantly more common in women
(75%) than in men (25%). This finding may be related to gender stereotypes
within the educational context.
Hypothesis 4: Demographic factors as moderator variables affect the mitigation of
academic burnout.
To understand the relationship between academic burnout dynamics,
personality, psychological well-being, and demographic factors, we propose
using the JD-R theory (job demands-resources) and the COR (conservation of
resources) theory. From a JD-R perspective, Baker et al. (2021) found that
individuals with higher levels of chronic burnout have more difficulty coping
with the demands of weekly tasks. Previous studies have shown that students
with unfavorable well-being profiles benefit less from daily recovery activities.
Burnout is commonly experienced when high demands are combined with low
resources. Under these conditions, students feel overwhelmed and unable to
meet task demands. As exposure to stress continues, students lose interest in
motivation and show decreased performance (Demerouti et al., 2021).
Furthermore, Hobfoll et al. (2018) argued that the COR theory is relevant for
understanding burnout. The theory assumes that people accumulate and protect
personally valuable resources while simultaneously depleting and replenishing
those resources to meet environmental demands. When resources are depleted
without additions, individuals experience burnout. Additionally, the COR

theory suggests that individuals with limited resources cannot effectively deal
with threats in the college environment and enter a cycle of loss.
METHODS
The research aims to explore the relationship between personality and academic
burnout and test the role of psychological well-being as a mediator and
demographic factors as a moderator. We conducted a simple open-ended
question with 523 male and female participants who met the requirements to be
part of our study. We chose students as our research population because they are
frequently involved in social and behavioral sciences research and are
encouraged to participate as part of their educational experience. To collect the
data, we used simple random sampling, ensuring that everyone in the target
population has an equal chance of being selected. This method provides an
unbiased representation of the total population.
With a sample size of 523, calculated using the infinite population formula, we
ensured high external validity and representation of the larger population.
However, we had to exclude one questionnaire from the data analysis due to
missing data, resulting in a final sample of 522 questionnaire forms. We used
SPSS version 26 to analyze the data and utilized the mediator and moderator
variables by bootstrapping the PROCESS macro-Hayes (Igartua & Hayes, 2021).
To measure various factors, we used the Maslach Burnout Inventory-Student
Survey (MBI-SS; Yavuz & Dogan, 2014), the Revised NEO Personality Inventory
(NEO-PI-R; Costa & McCrae, 2008), and the Psychological Well-being
Questionnaire (PWB; Ryff, 1989). The questionnaire was developed based on a
thorough review of the existing literature. Section 1 collected sociodemographic
information such as age, gender, study program, semester, residence, and class.
Section 2 gathered data on academic burnout, personality, and psychological
well-being. All items in the study employed a five-point Likert-type scale,
ranging from 1="Strongly Disagree" to 5="Strongly Agree".
Psychological Well-Being
Personality Academic burnout
Demographic Factors
Figure 1. Conceptual framework
To establish a cause-and-effect relationship, the researchers needed to identify

variables. They used a primary design with boxes and arrows to visualize the
expected relationships. A box represented each variable. The arrow originated

from the independent variable (cause) and pointed toward the dependent
variable (effect) to show a causal relationship. We introduced mediator and
moderator variables in this study, specifically psychological well-being and
demographic factors. These mediator and moderator variables helped explain
how personality can impact academic burnout. Including mediating and
moderating variables helped clarify the relationship between the primary
variables. Figure 1 illustrates the conceptual framework of the studied variables.
RESULTS AND DISCUSSION

Academic burnout is common due to prolonged exposure to a stressful
environment. It is characterized by physical and emotional exhaustion from
excessive demands and psychological strain. Students in academic settings often
experience this exhaustion when they are overwhelmed with educational
activities or faced with high academic demands without sufficient resources to
cope. The results of this study indicate that a majority of respondents, 77%,
reported high levels of emotional exhaustion. Additionally, 59.4% of participants
desired to achieve personal accomplishments in education. Students' desire for
achievement influences emotional exhaustion. If they are unable to reach their
goals, it can lead to other psychological disorders such as depression, school
dropouts, and an increased risk of suicide. These findings are consistent with
previous studies conducted by Jiménez-Ortiz et al. (2019), Brady et al. (2020), and
Lee et al. (2020), which also highlight the role of emotional exhaustion as a central
component of academic burnout. This feeling of being overwhelmed and
depleted of resources is accompanied by symptoms such as low energy, chronic
fatigue, anxiety, nervousness, drained emotions, and frustration. Lucas-Mangas
et al. (2022) further explained that burnout is closely related to psychological
well-being, particularly positive relationships, the environment, and personal
growth. It is suggested that by mastering their environment (71.5%), students can
better manage their daily affairs and create arrangements that align with their
needs and goals. Personal growth (61.1%) also implies that students can develop
and enhance their behavior and self through openness to new experiences.
Several recent studies have shown that academic burnout is highly prevalent
among university students. According to Teuber et al. (2021), the transition from
high school to college, academic stress from assignments and exams, a lack of
family support, and economic factors can trigger significant stress levels in
students, leading to emotional exhaustion. Therefore, providing positive
thinking training to reduce academic stress is crucial, as it can also help reduce
academic burnout (Suud & Na'imah, 2023). Currently, burnout is often associated
with cognitive and behavioral problems. Academic burnout is a complex concept
characterized by varying degrees of emotional exhaustion (feeling unable to give
one's best, both physically and psychologically), cynicism (a negative attitude or
distance towards others, also known as depersonalization), and a low sense of
personal accomplishment (a tendency to feel incompetent). Academic burnout is
observed in students experiencing high emotional exhaustion and

depersonalization, which can lead to feelings of inadequacy with their academic

work (Thun-Hohenstein et al., 2021).
In November 2022, an online questionnaire was completed by 522 respondents.
Table 1 presents the general demographic characteristics of the participants.
Among the respondents, 87.9% were females, with a higher proportion enrolled
in undergraduate psychology programs, while 12.1% were males. Additionally,
59.2% of the respondents reported staying in a boarding house. Most participants
were in their first semester (semester one).
Table 1. Sociodemographic Characteristics of the Study

Age, Mean (SD) 20.11 (1.536)
Gender, n (%)
Male 63 (12.1)
Female 459 (87.9)
Length of study (in semester), n (%)
1 146 (28.0)
3 72 (13.8)
5 104 (19.9)
7 128 (24.5)
More than 7 72 (13.8)
Residence, n (%)
Boarding house 309 (59.2)
Staying with parents 140 (26.8)
Staying with family 48 (9.2)
The Cronbach Alpha coefficient was used to account for sub-dimensions of the
motivation factor. The value is given in Table 2.
Table 2. The Cronbach's Alpha Coefficient of Scale
Variable Reliability Cronbach's Alpha

Personality .803
Academic Burnout .674
Psychological Well-Being .767
All Variables .574
Four hypotheses were proposed to examine the relationship between personality

and academic burnout. Additionally, we tested the mediating role of
psychological well-being and the moderating effect of demographic factors.
These hypotheses were confirmed using IBM SPSS AMOS. Psychological well-
being mediated the relationship, while demographic factors were identified as
moderators. Firstly, our findings indicate that personality significantly and
positively impacts academic burnout (ß = .326; p > .000), thus supporting H1.
Furthermore, personality was found to significantly and positively influence
psychological well-being with a coefficient ß = .376, p > .000, thus supporting H2.
Additionally, psychological well-being substantially impacts academic burnout

with ß = .733, p > .000, supporting H3. More information about the model fit
indices and the results of the hypotheses can be found in Table 3.
Table 3. Direct Effect Summary

Direct relationship Unstandardized coefficient
Personality → Academic Burnout .326
Personality → Psychological Well-Being .376
Psychological Well-Being → Academic Burnout .733
According to Mathieu & Taylor (2007), there are three models of mediation
related to organizational behavior: the indirect impact model, which represents
dependent and independent variables associated with the mediator; the partial
mediator model, which indicates a direct relationship between independent and
dependent variables with effectiveness; and the full mediator model, in which
the direct relationship no longer exists after being inserted into the mediator
model (Memon et al., 2018). Our study's model consists of the direct interaction
between personality as the independent variable, academic burnout as the
dependent variable, and the mediating effect of the psychological well-being
variable. Özhan (2021) and Kolomitro et al. (2020) proposed using the mediation
variable to determine the role of personality and academic burnout. Furthermore,
the model creation considers conditions in which the independent variable
changes.
Table 4. Mediation Analysis Summary
Indirect Confidence Interval P-
Relationship Conclusion
Effect Lower Bound Upper Bound Value
Personality →
Psychological well- Partial
.645 .077 1.448 .030
being → Academic Mediation
burnout
Probing Moderated Moderating
Confidence
Indirect Relationships Effect not
interval
supporting
Low level of
.000 .90
Demographic factors
High level of
.015 .90
Demographic factors
Index of Moderated
.000 .90
Mediation
Hox (2021) found that factor analysis is a technique that assumes the correlations
between a set of observed variables can be modeled by a smaller set of
unobserved or latent variables called factors. Confirmatory factor analysis (CFA)
assumes that the researcher has a strong theory about the structure of the
investigated concept. CFA serves two purposes: first, to assess how well a specific
model fits the data; second if the model fits well, to estimate the factor loadings,

variances, and covariances of the factors, as well as the residual error variances
of the observed variables. The CFA of the four-factor structure was conducted
using AMOS 24. The fit of the model was evaluated based on fit indices such as
the comparative fit index (CFI), goodness-of-fit index (GFI), normed fit index
(NFI), root mean square error of approximation (RMSEA), and standardized root
mean square residual (SRMR), using the following criteria: CFI > 0.90, GFI > 0.90,
NFI > 0.90, and RMSEA < 0.08. However, the hypothesized four-factor model did
not fit the data well (X² = 4.989, df = 74, p < 0.000, CFI = .449, GFI = .899, NFI =
.411, RMSEA = .087). Additionally, RMSEA will be low (e.g., Brosseau-Liard et
al., 2012), indicating a tight-fitting model.
On the other hand, the three-factor model demonstrated a good fit to the data,
providing evidence of discriminant validity. Furthermore, reliability analysis
revealed that the combined reliability score of the constructs in this study was
above the minimum acceptable threshold (CR > 0.70). All item loadings were
significant (p < 0.05), and the mean variances of extraction scores for personality,
academic burnout, psychological well-being, and demographic factors were
above 0.50, supporting convergent validity.
Lastly, the results of the moderator analysis indicated that demographic variables
did not influence the correlation between personality and academic burnout.
Thus, hypothesis 4 was not accepted.
Figure 2. IBM SPSS AMOS Analysis
The results support previous research, including research conducted by Kong et

al. (2021), which found a negative correlation between proactive personality and
academic burnout. Students with a proactive personality are characterized by
their ability to make decisions and take personal actions to influence their
environment. These students exhibit emotional stability and stress management
skills and are likelier to achieve greater accomplishments than those with less
proactive personalities. Students with high emotional stability, extraversion,
conscientiousness, and agreeableness are less likely to experience exhaustion,

cynicism, and lack of personal accomplishment. Specifically, emotional stability

is the most significant predictor of exhaustion and depersonalization, while
extraversion is the most significant predictor of personal accomplishment.
Openness to experience is also positively related to one aspect of burnout:
personal accomplishment. In addition to the Big Five personality traits, other
factors are important in predicting burnout. For example, optimism reduces the
likelihood of experiencing exhaustion and developing a negative attitude toward
work (cynicism) (Bakker & de Vries, 2021). Conversely, individuals with anxious
personalities tend to be more prone to academic burnout (Fernández-Castillo,
2021).
Furthermore, extraversion and conscientiousness are positively correlated with
students' mental health, while neuroticism and perfectionism are negatively
correlated. The personality traits of neuroticism and perfectionism are the main
predictors of psychological dysfunction in students (Lewis & Cardwell, 2020).
Hicks & Mehta (2018) also found a correlation between personality and
psychological well-being, with extraversion, agreeableness, conscientiousness,
and openness to experience positively correlated with psychological well-being.
On the other hand, neuroticism is negatively correlated with psychological well-
being, while Type A personality does not have a significant correlation.
Individuals with extraversion, agreeableness, conscientiousness, and openness to
experience are more likely to accept their strengths and weaknesses, engage
positively with others, demonstrate autonomy, have mastery over their
environment, experience personal growth, and have a sense of purpose in life
(Marrero‑Quevedo et al., 2019).
The variable of psychological well-being plays a role in strengthening the
correlation between personality and academic burnout. Indreswari et al. (2022)
discovered a negative correlation between psychological well-being and
academic burnout. Students who possess a positive attitude toward themselves
and their past lives, have close and positive relationships with others, feel a sense
of autonomy and competence in managing their environment, believe in the
meaning of their current and future lives, and experience continuous personal
growth are less likely to experience emotional exhaustion and cynicism.
Additionally, these students are more likely to increase their self-efficacy. All
dimensions of psychological well-being are related to various psychosocial
factors in students. For example, positive relationships positively correlate with
emotional understanding and empathy, social self-concept, family self-concept,
academic self-concept, and active learning ability. Environmental mastery is
related to emotional intelligence, state anxiety, emotional understanding, and
family self-concept.
Autonomy is associated with emotional intelligence, emotional self-concept, and
social skills. Personal growth is associated with emotional intelligence, state
anxiety, empathy, and academic self-concept. Lastly, purpose-in-life relates to
emotional intelligence, state anxiety, and family self-concept (Morales-Rodríguez

et al., 2020). Kaya & Erdem (2021) also found that students with high well-being
are likelier to achieve higher results than those with low well-being. Conversely,
students who experience psychological distress, such as depression,
psychosomatic symptoms, and clinical anxiety, are more prone to academic
burnout and lower academic achievement.
CONCLUSIONS
Based on the preceding discussion, there is a correlation between personality and
academic burnout. Students who possess extraversion, agreeableness,
conscientiousness, and openness to experience tend to experience lower levels of
academic burnout. In contrast, students who exhibit neuroticism are more prone
to high levels of academic burnout. Moreover, it has been demonstrated that the
students' psychological well-being level mediates the relationship between
personality and academic burnout. The psychological well-being experienced by
students can serve to alleviate academic burnout. Therefore, efforts focused on
positive thinking should also be implemented in educational institutions.
However, demographic factors do not exert any influence on this relationship.
The findings of this research imply that students' psychological well-being must
mediate between personality traits and academic burnout. This study has
limitations regarding demographic factors, such as an uneven distribution of
male and female research subjects and an unequal representation of students
residing in boarding houses, parents' homes, or family homes.
Consequently, the absence of demographic factors' influence on academic
burnout is likely a result of these disparities. Based on the results, future
researchers are advised to balance the number of research subjects to investigate
the impact of demographic factors. Other factors that may influence academic
burnout in students should be explored. Furthermore, from a practical
standpoint, university management should develop programs to enhance
students' psychological well-being to mitigate academic burnout.
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_______________________________________________

International Journal of Islamic Educational Psychology

The Relationship between Personality and Academic Burnout:

¹Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia

ARTICLE INFO ABSTRACT

International Journal of Islamic Educational Psychology, 4(2), 2023 170

burnout, exhaustion is the most dominant feeling experienced by students,

International Journal of Islamic Educational Psychology, 4(2), 2023 171

International Journal of Islamic Educational Psychology, 4(2), 2023 172

International Journal of Islamic Educational Psychology, 4(2), 2023 173

findings highlight the importance of promoting and developing capacities for

International Journal of Islamic Educational Psychology, 4(2), 2023 174

Personality Academic burnout

Figure 1. Conceptual framework

To establish a cause-and-effect relationship, the researchers needed to identify

International Journal of Islamic Educational Psychology, 4(2), 2023 175

RESULTS AND DISCUSSION

International Journal of Islamic Educational Psychology, 4(2), 2023 176

depersonalization, which can lead to feelings of inadequacy with their academic

Table 1. Sociodemographic Characteristics of the Study

Table 2. The Cronbach's Alpha Coefficient of Scale

Variable Reliability Cronbach's Alpha

Four hypotheses were proposed to examine the relationship between personality

International Journal of Islamic Educational Psychology, 4(2), 2023 177

Table 3. Direct Effect Summary

International Journal of Islamic Educational Psychology, 4(2), 2023 178

Figure 2. IBM SPSS AMOS Analysis

The results support previous research, including research conducted by Kong et

International Journal of Islamic Educational Psychology, 4(2), 2023 179

cynicism, and lack of personal accomplishment. Specifically, emotional stability

International Journal of Islamic Educational Psychology, 4(2), 2023 180

International Journal of Islamic Educational Psychology, 4(2), 2023 181

between burnout and mistreatment: who plays a role?. American Journal of

Butler, S. K., & Constantine, M. G. (2005). Collective self-esteem and burnout in

Castellanos, J. (2018). Gender differences within academic burnout. Adult Higher

Cazan, A.-M., & Năstasă, L. E. (2015). Emotional intelligence, satisfaction with

David, A. P. (2010). Examining the relationship of personality and burnout in

International Journal of Islamic Educational Psychology, 4(2), 2023 182

and Evaluation Review, 1, 90–104.

Fernández-Castillo, A. (2021). State-anxiety and academic burnout regarding

Gómez-Urquiza, J. L., Velando-Soriano, A., Martos-Cabrera, M. B., Cañadas, G.

International Journal of Islamic Educational Psychology, 4(2), 2023 183

Hox, J. J. (2021). Confirmatory factor analysis. The encyclopedia of research methods

Igartua, J. J., & Hayes, A. F. (2021). Mediation, moderation, and conditional

Indreswari, H., Probowati, D., & Rachmawati, I. (2022). Psychological well-being

Jiménez-Ortiz, J. L., Islas-Valle, R. M., Jiménez-Ortiz, J. D., Pérez-Lizárraga, E.,

International Journal of Islamic Educational Psychology, 4(2), 2023 184

Lee, M. Y., & Lee, S. M. (2018). The effects of psychological maladjustments on

Lucas-Mangas, S., Valdivieso-León, L., Espinoza-Díaz, I. M., & Tous-Pallarés, J.

March-Amengual, J. M., Badii, I. C., Casas-Baroy, J. C., Altarriba, C., Company,

International Journal of Islamic Educational Psychology, 4(2), 2023 185

first-year college students. International Journal of Environmental Research and

Marrero-Quevedo, R. J., Blanco-Hernández, P. J., & Hernández-Cabrera, J. A.

Mathieu, J. E., & Taylor, S. R. (2007). A framework for testing meso-mediational

Morales-Rodríguez, F. M., Espigares-López, I., Brown, T., & Pérez-Mármol, J. M.

Özhan, M. B. (2021). Academic self-efficacy and school burnout in university

International Journal of Islamic Educational Psychology, 4(2), 2023 186

Rahmatpour, P., Chehrzad, M., Ghanbari, A., & Sadat‑Ebrahimi, S. (2019).

Ríos-Risquez, M. I., García-Izquierdo, M., Sabuco-Tebar, E. de los Á., Carrillo-