The Impact of Burnout and Exam Anxiety on the Academic Self-Efficacy of Competitive Exam Aspirants

Abstract

The aim of the study was to analyse the impact of burnout and exam anxiety on the academic self-efficacy of competitive exam aspirants.  A sample size of 120 respondents was taken via purposive random sampling and the Burnout Assessment Tool (BAT, 2020), Test and Anxiety Measure (TEAM, by Byron D. Brooks) and General Academic Self-Efficacy Scale (GASE, 2018) were used for data collection. A multiple regression model was employed, and it was found that trait anxiety, state anxiety (factors of exam anxiety) and cognitive impairment (factor of burnout) predict Academic Self-Efficacy amongst competitive exam aspirants. While trait anxiety and cognitive impairment have a negative relationship with Academic Self-Efficacy, state anxiety has a positive relationship with Academic Self-Efficacy. Suggestions to help alleviate burnout and academic anxiety are also discussed.