Subjective Vitality and School Burnout Among Preadolescents: The Mediation Effect of Self-Efficacy

Secondary school students sometimes experience academic burnout, which is caused by various circumstances during the learning process and can be detrimental to their psychological health. Subjective vitality and self-efficacy are personal resources that enable people to deal with difficult situations successfully. This study aimed to determine the mediational effect of self-efficacy on the relationship between subjective vitality and school burnout. To conduct the study, a total of one hundred participants (comprising 50 male participants and 50 female participants) were selected from educational institutions from Dhaka city in Bangladesh. The participants were administered a questionnaire package that included (1) the subjective vitality scale, (2) the general self-efficacy scale, and (3) the school burnout scale, along with a personal information form, used to collect information from them. To determine the relationship between subjective vitality, general self-efficacy, and school burnout, the Pearson product-moment correlation coefficient was applied. The mediation effect of self-efficacy on the relationship between subjective vitality and school burnout was calculated in Jamovi 2.3.28. Results from the study revealed that subjective vitality was negatively correlated with school burnout and positively correlated with self-efficacy. This result was consistent with previous findings on the subject matter. Although the results also indicated that self-efficacy did not significantly mediate the relationship between subjective vitality and school burnout, this study can provide insights to the school management on how to reduce burnout and enhance student well-being. This study further helps in developing evidence-based intervention programs to boost subjective vitality and minimize school burnout. Additionally, it provides data to support mental health policies targeting the students' overall well-being.