HUBUNGAN SELF EFFICACY DENGAN ACADEMIC BURNOUT PADA MAHASISWA ORGANISASI

Students involved in campus organizations often face dual academic and organizational responsibilities, increasing the risk of academic burnout. Self-efficacy, or the belief in one's ability to overcome challenges, is considered a potential protective factor. This study aims to examine the relationship between self-efficacy and academic burnout among organizational students. A quantitative correlational method was used with 50 student respondents from various study programs. Data were collected using the General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) and the Maslach Burnout Inventory–Student Survey (MBI-SS). The Pearson correlation analysis showed no significant relationship between self-efficacy and academic burnout (r = 0.132; p > 0.05). These findings indicate that self-efficacy does not directly influence the level of academic burnout among students. Other factors such as academic pressure, time management, or coping mechanisms may play a more dominant role. The study concludes that self-efficacy alone may not be sufficient to prevent academic burnout in organizational students.