Dr Ahmad Muhammad Garba & Ibrahim Muhammad
Abstract
The study investigated study burnout and academic self-efficacy among undergraduates in the universities in Northwest zone, Nigeria. Two research objectives were raised. One research question was answered and one null hypothesis was tested. Correlational research design was employed. The population of the study were 50,046 300-level undergraduates. A multi-stage sampling technique was used. The sample of the study was 381 participants. Two validated instruments, Copenhagen Study Burnout Scale (CSBS) and Academic Self-Efficacy Scale (ASES), were used to collect data. Pearson products moment correlation was used for the analysis at .05 level of significance. It was found that majority of undergraduates (252; 66 %) have low level of study burnout and that study burnout has significant negative relationship to academic self-efficacy (r = -.190, p =.000). Based on the findings, it was concluded that increase in study burnout decreases academic self-efficacy among the undergraduates. It was recommended, among others, that all curriculum practices should be tilted towards encouraging undergraduates to develop and strengthen positive belief for academic activities and a policy to facilitate the creation of study burnout management units should be established in universities and academic self-efficacy of undergraduates should be evaluated more often.