Academic Burnout, Self-Esteem, and Buoyancy: Predictors of Mathematics Performance among Pre-Service Teachers
DOI:
https://doi.org/10.46328/ijonse.5563Keywords:
Academic buoyancy, Burnout, Self-esteem, Mathematics performanceAbstract
This study examined how non-cognitive factors such as academic burnout, self-esteem, and academic buoyancy influence pre-service teachers' (PSTs) mathematics performance. Utilizing a descriptive-survey correlational design, data were gathered from 108 PSTs, and the results revealed that most PSTs performed within the middle range, with some demonstrating higher proficiency while others struggled, particularly those who scored low in mathematics. Additionally, academic buoyancy in mathematics was found to be moderately high, while academic burnout and self-esteem were at moderate levels. In terms of non-cognitive factors, academic burnout exhibited a significant negative correlation with mathematics performance, whereas self-esteem showed a strong positive relationship with mathematics performance. However, academic buoyancy did not have a statistically significant correlation with performance. Furthermore, among the non-cognitive factors, self-esteem emerged as the strongest predictor of mathematics performance, while academic burnout significantly reduced performance. In contrast, academic buoyancy was not a significant predictor, suggesting that its influence on mathematics performance might be mediated by other variables not covered in this study. Although academic buoyancy did not significantly predict mathematics performance, its role in long-term academic resilience warrants further exploration. It is also recommended that instructors adjust workload demands to minimize PSTs’ disengagement and emotional exhaustion. Additionally, promoting healthy study habits, work-life balance, and relaxation techniques may help PSTs manage burnout more effectively.
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