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EFIKASI DIRI AKADEMIK, DUKUNGAN TEMAN SEBAYA, DAN ACADEMIC BURNOUT PADA MAHASISWA ILMU KESEHATAN
The numerous demands associated with practicum and competency mastery in the clinical field place health science students at an elevated risk of experiencing academic burnout. This study seeks to examine the relationship between academic self-efficacy and peer support with academic burnout among health science students in Yogyakarta. The research employs a quantitative correlational methodology. The sample comprises 164 health science students in DI Yogyakarta, selected through a non-probability sampling technique utilizing disproportional quota sampling with ratio of PTN and PTS 50:50. The research instruments include the Maslach Burnout Inventory-Student Survey (MBI-SS) Scale, the Academic Self-Efficacy Scale (TASES), and the Student Academic Support Scale (SASS). Data analysis was conducted using multiple linear regression tests. The combined effective contribution of the two independent variables to academic burnout was found to be 39.9%. The study identified a relationship between academic self-efficacy and peer support with academic burnout among health science students in Yogyakarta. Furthermore, a significant negative relationship was observed between academic self-efficacy and academic burnout in this cohort. However, peer support was not found to have a significant relationship with academic burnout among these students. Based on these findings, it is recommended that health science students enhance their academic self-efficacy to mitigate the risk of academic burnout.
FAKULTAS ILMU SOSIAL DAN HUMANIORA, UIN SUNAN KALIJAGA YOGYAKARTA
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