Authors :
Anshika; Seema Rani Sarraf
Volume/Issue :
Volume 11 - 2026, Issue 3 - March
Google Scholar :
https://tinyurl.com/yhnpapk5
Scribd :
https://tinyurl.com/4je36zx3
DOI :
https://doi.org/10.38124/ijisrt/26mar1289
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
This research study explores the complex relationship between social support, academic burnout, and positive life
orientation among college students. The current study tries to examine the relationship between social support, academic
burnout, and positive life orientation among college students. The study uses correlational research design. The participants
of this study were college students aged 18-22 years. Multidimensional Scale of Perceived Social Support (Zimet, Dahlem,
Zimet & Farley,1988), Burnout Assessment Tool Student Version (Schaufeli et al. 2020) and Scale of Positive Life
Orientation. (Agarwal and Dalal, 2016) was used to achieve the objective of the study. Statistical methods such as Pearson
product moment correlation were employed to investigate the relationship between variables.
Perceived social support had significant negative relationship with academic burnout, indicating that students with a
high level of social support are likely to experience lower levels of academic burnout. Positive life orientation was positively
correlated to social support. These assumptions are supported by researches suggesting that supportive environments
promote positive cognitive appraisals and emotional resilience, thereby reducing vulnerability to burnout. Support from
family increases motivation from peers a sense of belonging from teachers’ academic confidence and engagement. The
combined effect of social support and positive life demonstrates how external support and inner psychological strength work
together to promote student well- being.
Keywords :
Social Support, Academic Burnout, Positive Life Orientation, Correlation, Cognitive Appraisal, Resilience, Well- Being, College Students.
References :
- Brissette, I., Scheier, M. F., & Carver, C. S. (2002). The role of optimism in social network development. Journal of Personality and Social Psychology, 82(1), 102–111.
- Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30(7), 879–889.
- Chang, E. C. (1998). Dispositional optimism and primary/secondary appraisal. Journal of Personality and Social Psychology, 74(4), 1109–1120.
- Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357.
- Chen, C., Zhu, Y., Xiao, F., & Que, M. (2023). Academic motivation and social support: Mediating and moderating the life satisfaction and learning burnout link. Psychology Research and Behavior Management.
- Firdausi, A. N., Fitryasari, R. I., Tristiana, D., Fauziningtyas, R. (2023). Self-efficacy and social support have relationship with academic burnout in college nursing students. Journal of the Pakistan Medical Association.
- Hobfoll, S. E. (1989). Conservation of resources theory. American Psychologist, 44(3), 513–524.
- Jacobs, S. R., & Dodd, D. (2003). Student burnout as a function of personality. Journal of College Student Development, 44(3), 291–303.
- Jin, Y. X., & Dewaele, J.-M. (2018). The effect of positive orientation and perceived social support on foreign language classroom anxiety. System.
- Lakey, B., & Cohen, S. (2000). Social support theory and measurement. In S. Cohen et al. (Eds.), Social support measurement and intervention. Oxford University Press.
- Ma, X., Hu, M., Li, D., & Wang, H. (2024). Social Support, Academic Burnout, and Life Satisfaction of International Students. International Journal of Higher Education — explores predictive effects of social support on life satisfaction and burnout.
- Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99–113.
- Oleś, P. (2017). Positive Orientation—a common base for self-esteem, life satisfaction, and optimism. Frontiers in Psychology.
- Qin, Z. (2025). The impact of academic burnout on academic achievement. Frontiers in Psychology.
- Salmela-Aro, K., & Upadyaya, K. (2014). School burnout and engagement. European Psychologist, 19(4), 236–247.
- Schaufeli, W. B., Martínez, I., Pinto, A., Salanova, M., & Bakker, A. (2002). Burnout and engagement in university students. Journal of Cross-Cultural Psychology, 33(5), 464–481.
- Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health. Health Psychology, 4(3), 219–247.
- Snyder, C. R. (2002). Hope theory. Psychological Inquiry, 13(4), 249–275.
- Ye, Y., Huang, X., & Liu, Y. (2021). Social support and academic burnout among university students: A moderated mediation model. Psychology Research and Behavior Management.
- Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30–41
This research study explores the complex relationship between social support, academic burnout, and positive life
orientation among college students. The current study tries to examine the relationship between social support, academic
burnout, and positive life orientation among college students. The study uses correlational research design. The participants
of this study were college students aged 18-22 years. Multidimensional Scale of Perceived Social Support (Zimet, Dahlem,
Zimet & Farley,1988), Burnout Assessment Tool Student Version (Schaufeli et al. 2020) and Scale of Positive Life
Orientation. (Agarwal and Dalal, 2016) was used to achieve the objective of the study. Statistical methods such as Pearson
product moment correlation were employed to investigate the relationship between variables.
Perceived social support had significant negative relationship with academic burnout, indicating that students with a
high level of social support are likely to experience lower levels of academic burnout. Positive life orientation was positively
correlated to social support. These assumptions are supported by researches suggesting that supportive environments
promote positive cognitive appraisals and emotional resilience, thereby reducing vulnerability to burnout. Support from
family increases motivation from peers a sense of belonging from teachers’ academic confidence and engagement. The
combined effect of social support and positive life demonstrates how external support and inner psychological strength work
together to promote student well- being.
Keywords :
Social Support, Academic Burnout, Positive Life Orientation, Correlation, Cognitive Appraisal, Resilience, Well- Being, College Students.