Quantitative analysis reveals lower academic burnout associated with better emotional regulation among students, suggesting important implications for campus policies.
Negative emotions that arise when experiencing academic burnout need to be managed, a process known as emotional regulation. This study aims to investigate the relationship between emotional regulation and academic burnout among students at Universitas Kristen Satya Wacana. This research employed a quantitative method and a correlational design, with 153 students from Universitas Kristen Satya Wacana as participants. Data is collected using a simple random sampling technique. Emotional regulation was measured with the Emotion Regulation Questionnaire (ERQ) (α = 0.754), and academic burnout was measured with the Maslach Burnout Inventory Student Survey (MBI-SS) (α = 0.846). The results of this study showed a significant value of 0.003 (p < 0.05) and a correlation coefficient of -0.250, indicating that the higher the emotional regulation, the lower the academic burnout felt. This research can serve as a reference for the University to develop academic and non-academic policies that reduce academic pressure.
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Manggoa et al. (2025) studied this question.
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