A Thematic Analysis of Academic Burnout Among Undergraduates in a Culture of Continuous Self-Improvement

This study explored how undergraduate studentsexperience academic burnout within a culture of continuous self-improvement.While burnout is often examined through quantitative models of workload andstress, less is known about how students subjectively interpret these pressuresand their psychological impact. A qualitative design was employed usingreflexive thematic analysis within a contextualist epistemology.Semi-structured interviews were conducted with eight female undergraduatestudents aged between 19–22 years from the University of Salford. Three themeswere created: Living in ConstantAcademic Overload, When Achievement Becomes Self-Worth, and Coping with Burnout in Unequal Ways.Findings indicated that burnout was experienced through the interaction ofstructural overload, internalised perfectionistic standards, and unequal accessto support. Academic pressure extended beyond workload, becoming closely tiedto identity, self-worth, and difficulties disengaging from productivity. Copingwas shaped not only by individual strategies but also by institutionalresponsiveness and relational support. The study contributes to psychology andcounselling literature by addressing a gap in qualitative understanding ofundergraduate burnout within self-improvement culture. The findings suggestuniversities should adopt more systemic wellbeing strategies, includingbalanced assessment structures and psychologically informed support systems, toreduce student distress and prevent burnout.