Evidence of Academic Self Efficacy, Perceived Teacher Support, Age and Gender as Predictors of School Burnout
School burnout is an increasing area of research in the adolescent education literature. The present study extended the literature by focusing on personal variables that can serve as a protective factor against school burnout among students in a rural public university where basic amenities and facilities are lacking. Therefore, the study investigated academic self-efficacy, perceived teacher support, gender and age as factors that predict school burnout. The study was a cross-sectional ex post facto survey that involved 300 undergraduates randomly selected from a public university in southwest Nigeria. The sample comprised 143 males and 157 females, whose ages ranged between 14 years and 34 years (Mean = 22.55; SD = 3.37). Data were collected with a questionnaire made up of four sections that measured the variables of interest in the study. Demographic variables measured were age, sex, and, level of study. Standardized scales that measured school burnout, general self-efficacy perceived teacher support were used to administered on participants. Result showed significant joint influence of academic self efficacy, perceived teacher support, gender and age on school burnout. Academic self efficacy and perceived teacher support had significant independent influence on school burnout.
