Abstract
Academic burnout and its relationship with psychological and contextual variables in university students were analyzed. The study was conducted with a sample of 214 students. Likert-type scales were used to measure emotional exhaustion, cynicism, and academic efficacy, as well as anxiety, self-efficacy, and institutional support variables. Descriptive results showed moderate levels of exhaustion and cynicism, along with relatively high academic efficacy. Correlational analysis revealed significant associations between burnout, anxiety, and self-efficacy. Likewise, the multiple regression model indicated that anxiety increases exhaustion, while self-efficacy and institutional support act as protective factors. It is concluded that academic burnout responds to a complex interaction between emotional and contextual variables, highlighting the need for comprehensive preventive interventions in the university setting.
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