PENGARUH SELF REGULATED LEARNING TERHADAP ACADEMIC BURNOUT PADA MAHASISWA FAKULTAS PSIKOLOGI UNIVERSITAS MUHAMMADIYAH MALANG

At the university level, students often face significant pressure in meeting various academic demands. Students' inability to manage these demands can increase the risk of academic burnout. This study used a non-experimental quantitative method with accidental sampling techniques, involving 499 active students from the Psychology Study Program of the 2021, 2022, 2023, and 2024 cohorts at Muhammadiyah University Malang as subjects. The instruments used in this study were the Self-Regulated Learning Scale (SRLS) and the Maslach Burnout Inventory-Student Survey (MBI-SS). Data analysis was performed using simple linear regression through SPSS software to test the research hypothesis. The results showed a p-value of 0.030 (< 0.05), indicating that self-regulated learning has a significant effect on academic burnout. The direction of the relationship is negative, meaning that the higher the level of self-regulated learning, the lower the level of academic burnout experienced by students. This study is expected to contribute to expanding the understanding of how self-regulated learning affects the level of academic burnout among students at the Faculty of Psychology, Muhammadiyah University Malang.