From Burnout to Balance: The Role of Peer-Assisted Learning in College Life

Abstract BackgroundAcademic burnout (ABO) poses a significant threat to student well-being and performance, particularly among premedical undergraduates. While informal peer-assisted learning (IPAL) may mitigate this burden, limited research has explored this relationship in nonmedical student populations.MethodsWe conducted a cross-sectional survey of 245 undergraduate students at the University of Puerto Rico, Río Piedras Campus. ABO was measured using the nine-item School Burnout Inventory (SBI-9). IPAL engagement was assessed through a single-item measure. Internal consistency, item correlations, and confirmatory factor analysis (CFA) were performed to validate the SBI-9. ABO levels were analyzed by age, gender, academic year, study preference, and IPAL engagement.ResultsThe SBI-9 demonstrated high internal consistency (Cronbach’s α = 0.872) and a validated three-factor structure. Overall, ABO levels increased slightly across academic years, with the highest scores observed in fifth-year students. Female students reported significantly higher ABO than males, particularly in the first two years. Globally, students who never engaged in IPAL reported significantly higher ABO scores (mean = 48.41%) compared to those with occasional or frequent IPAL engagement (mean = 42.48%, p = 0.0384). A similar trend was observed in students who preferred studying alone.ConclusionsInformal peer-assisted learning may serve as a protective factor against academic burnout among undergraduate students. Gender differences and study habits further influence ABO vulnerability. Early peer-based interventions may promote academic resilience and psychological well-being in premedical populations.