Understanding Academic Burnout Among Indian Youth: The Role of Online Learning and Self-Regulation

Abstract

This article examines academic burnout among Indian youth, with specific attention to the challenges posed by online learning and the buffering role of cognitive self-regulation. The objective is to understand how digital education intensifies stress and how self-regulatory mechanisms mitigate it. This theoretical study analyzes existing literature on burnout, online learning, and self-regulation. Findings indicate that digital fatigue, lack of structure, and continuous connectivity increase burnout symptoms in students. However, students with better emotional regulation, time management, and intrinsic motivation are more resilient. The article concludes that academic burnout in online settings can be reduced through structured self-regulation strategies and contextual educational reforms. It highlights the need for psychological support and curriculum design that nurtures self-directed learning.