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From Burnout to Bounce Back: A Correlational Study Between Resilience and Academic Burnout
Among Senior High School Students at Our Lady of Fatima University

Rose Marie R. Alabado123, Faye Angela P. Bo123, Andrei Libera L. Da-anoy123, Johaira E. Gundayao123,
JM A. Lanozo123, Earl Sebastian G. Pineda123, Amanda Louise M. Ramos123, Heven Grace A. Salinas123,
Alfonzo D. Trinidad123, Juliana Raine S. Yap123, Mr. John Vincent Manota1234

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Senior High School Department
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Basic Education Department
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Our Lady of Fatima University

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Mr. John Vincent Manota

October 2023
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Endorsement

This research paper entitled, “From Burnout to Bounce Back: A Correlational Study Between
Resilience and Academic Burnout Among Senior High School Students at Our Lady of Fatima
University” has been prepared by Heven Grace Salinas et al. of STEM 12-Y1-P9 as a partial fulfillment
of the requirements for the completion of their Practical Research 2.

This certifies that Heven Grace Salinas et al. are ready for the Oral Examination

Mr. John Vincent Manota,

Adviser

This is to certify that the research study “From Burnout to Bounce Back: A Correlational Study
Between Resilience and Academic Burnout Among Senior High School Students at Our Lady of
Fatima University” prepared and submitted by Heven Grace Salinas et al.of STEM 12-Y1-P9 is
recommended for Oral Examination.

Ms. Alea Reesa De Vera

Panelist

Dr. Ernesto B. Guevara, MD, MPH, MSTM

Chairman, Biology Department
Senior High School – Research Coordinator

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Certificate of Originality

We hereby declare that this research study is our own work and that, to the best of our knowledge and
belief, it contains no material previously published or written by another person, nor material that has
been accepted for award or any degree or diploma of a university or othe institute of higher learning,
except where due acknowledgement is made in the text.

We also declare that the intellectual content of this research is the product of our efforts and work, even if
we received assistance from others in terms of style, presentation, and languange expression

Salinas, Heven Grace

Principal Investigator

Members:
Alabado, Rose Marie
Bo, Faye Angela
Da-anoy, Andrei Libera
Gundayao, Johaira
Lanozo, JM
Pineda, Earl Sebastian
Ramos, Amanda Louise
Trinidad, Alfonzo
Yap, Juliana Raine

Mr. John Vincent Manota

Research Adviser

Date: November 2023

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Abstract

In the face of the growing concern surrounding academic burnout among Senior High
School students, this study delves into the intricate interplay between resilience and the detrimental
effects of burnout at Our Lady of Fatima University. Academic burnout, marked by emotional exhaustion,
cynicism, and a reduced sense of accomplishment, poses a formidable challenge to student well-being.
Resilience, on the other hand, is a key factor that enables individuals to bounce back from adversity and
maintain a sense of mental fortitude. Using a correlational design, the research uncovered that while the
average level of resilience among the students was 3.36, considered within the normal range, the average
level of academic burnout was 4.31, signaling a concerning level of distress. Crucially, the study revealed
a significant positive correlation (r = 0.272, p < 0.00001) between resilience and academic burnout,
challenging the null hypothesis and underscoring a robust relationship between the two variables. This
finding accentuates the critical importance of cultivating resilience as a potential mitigating factor against
the deleterious impacts of academic burnout. These results shed light on the pressing need to address
academic burnout and emphasize the implementation of strategies aimed at fostering resilience among
Senior High School students. The study contributes valuable insights into the factors influencing student
well-being within the academic milieu, urging educational institutions to prioritize the mental health of
their students. Furthermore, it underscores the significance of employing reliable measurement tools, such
as the Brief Resilience Scale and the Maslach Burnout Inventory - General Survey for Students, in future
research endeavors to comprehensively explore the intricate dynamics between resilience and academic
burnout in this specific population.

Keywords: Correlational, Academic Burnout, Resilience, Senior High School students, Non-
Experimental, Non-Probability Sampling, Quantitative

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1.0 Introduction

The 2030 Agenda for Sustainable Development was adopted by all United Nations
member states in 2015. It outlines 17 Goals with a total of 169 goals. These ambitious and broad-based
Goals are connected. Goal 3 is to promote and ensure healthy lives for everyone regardless of age.
However, it is also interconnected, so advancements in its implementation help advance other Goals, and
action on other Goals helps advance Goal 3 in turn. Most of the goals also include specific health
objectives. There are indications for each of them that can be utilized to measure progress (“Sustainable
Development Goals,” 2021). The 17 Sustainable Development Goals (SDGs) emphasize the need for
development that balances social, economic, and environmental sustainability by acknowledging that
actions in one area can affect outcomes in other areas. By using a comprehensive perspective, nations and
communities are encouraged to think about how their choices and deeds will affect a wider range of
people.

The dedication of the Philippines Government to education is in line with the Goal of
the UN Sustainable Development Goal (SDG), which is "Good Health and Well-Being". By tackling the
root causes of the educational obstacles young Valenzuelanos deal with, they contribute to better well-
being by making investments in education through the Education 360° Investment Program. The goal of
the Education 360° Investment Program is to improve access to high-quality education, which is crucial
for students' overall well-being. The program's emphasis on nutrition and teacher proficiency supports
kids' physical and emotional well-being and is consistent with SDG's focus on nutrition and health. In
conclusion, the Education 360° Investment Program of the Valenzuela City administration shows its
commitment to SDG, "Good Health and Well-Being," by addressing many facets of education that
improve the well-being and future chances of young Valenzuelanos.

The third and most important SDG objective, "Good Health and Well-Being," aims to
guarantee that everyone has access to healthcare services, regardless of socioeconomic situation. SDG 3
focuses on important targets that improve the general health of a nation's people to minimize needless
suffering from preventable diseases and early mortality. Priority areas are those with the largest diseases
and underserved populations and regions. To build a population that is healthier and more resilient
globally, SDG 3 also asks for an emphasis on preventative healthcare measures, such as vaccinations and
health education. The achievement of this objective is crucial for global sustainable development and
concerns social justice as well. When considering well-being within the context of SDG 3, it covers a
range of areas, such as social, emotional, and physical health. According to the Word Health Organization

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(2019), Mental health is a condition of mental wellness that enables people to manage life's stressors,
develop their potential, study and work effectively, and give back to their communities. It is a crucial
element of health and well-being that supports both our individual and group capacity to decide, form
connections, and influence the world we live in. A core human right is access to mental health.
Additionally, it is essential for socioeconomic, communal, and personal development.

Academic burnout is a prevalent issue among Senior High School students, with
potentially detrimental effects on their mental health and overall well-being. Resilience, as defined by
Chandra (2021), refers to the ability to cope with setbacks, surmount challenges, and rebound from
perceived failure, disappointment, or rejection. This research seeks to investigate the connection between
resilience and academic burnout, aiming to discern whether students with higher levels of resiliency are
less susceptible to academic burnout. The findings from this study could underscore the importance of
integrating resilience-building strategies into educational programs. Ultimately, this research may inform
techniques designed to mitigate academic burnout, contributing to the broader Sustainable Development
Goal 3 of enhancing mental health and overall well-being.

1.1 Statement of the Problem

To survey Senior High School Students of Our Lady of Fatima University and
investigate the correlation between their resiliency and academic burnout. These are the questions that
needed to be answered:

1. What is the mean level and standard deviation of resiliency of Senior High School students?
2. What is the mean level and standard deviation of academic burnout of Senior High School
students?
3. What is the significant relationship between resilience and academic burnout among Senior High
School students?

1.2 Research Hypothesis

The researchers educational prediction towards the possible outcomes of the study to
convey the relationship between the variables is presented below:

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Ho: There is no significant relationship between the level of resiliency and the level of
academic burnout of Senior high school students of Our Lady of Fatima university.

Ha: There is a significant relationship between the level of resiliency and the level of
academic burnout of Senior high school students of Our Lady of Fatima university.

1.3 Significance of the Study

This study aspires to generate valuable data that can be beneficial to the following
individuals listed below:

To students, this study can help them learn how to improve their resilience, cope better
with the challenges, and eventually achieve academic success without compromising their mental and
emotional well-being by recognizing the relationship between resilience and academic burnout.

To the researcher, this study will be able to provide them insights on the connection
between resilience and academic burnout, allowing the development of targeted interventions and support
programs that will be advantageous to students in the long run.

To the parents, this research can help them provide their children the appropriate
guidance to help their children build resilience and manage stress effectively.

To the teachers, this study’s findings can be used by them to modify their teaching
strategies in order to help students develop resilience. This can create a more positive and supportive
learning environment. Additionally, teachers can recognize students who are at risk of burnout and offer
appropriate referrals to support services.

To the public, the study's findings can shed light on the effects of declining levels of
resiliency of students and how it contributes to their continuously accumulating feeling of burnout. It also
gives the public an idea about how students are very vulnerable to such conditions.

To future researchers, this study can serve as a starting point for deeper research. The
results of this study can be expanded upon by future researchers to investigate more focused aspects of
resiliency and academic burnout.

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1.4 Scope and Delimitation

The primary objective of this correlation research is to investigate the relationship and
association between resilience and academic burnout among Senior High School students, without any
manipulation or intervention, in order to better undestand how these variables are interdependent. The
Brief Resilience Scale (Smith et al., 2013, p.177) and Maslach Burnout Inventory-Student Survey
(Schaufeli et. al) are used to collect data for this study. In order to evaluate the correlations between
resilience and academic burnout among Senior High School students, statistical approaches including
mean and standard deviation will be used.

This study followed a non-experimental design and relied on the observations of

occurring data and relationships. Students at Our Lady of Fatima University in Grade 11 and Grade 12
who are pursuing the academic tracks of STEM (Science, Technology, Engineering, and Mathematics),
HUMSS (Humanities and Social Sciences), and ABM (Accountancy, Business, and Management) are the
target respondents of this research study. Through the first semester of the academic year 2023-2024, the
research study is being conducted. The researchers have limited the number of respondents to 366 Senior
High School students using Slovin’s formula, which consists of 183 students from Grade 11 and 183
students from Grade 12.

2.0 Review of Related Literature

2.1 Variable Discussion

2.1.1 Resiliency

According to Lyssiotis (2021), resilience goes beyond simply recovering from difficult
situations. It involves the valuable process of learning from challenges and becoming valuable
contributors to our communities, especially for professionals working with young people. Previous
studies have shown that academic resilience is not limited to specific life circumstances but is a trait that
can be found in students who face significant obstacles in their educational journeys. Resilient students
not only bounce back from setbacks but also actively engage and persist in difficult academic tasks,
leading to positive outcomes such as increased enjoyment, participation, and self-esteem (Romano &
Angelini, 2021). It is important to note that resilience is something that can be developed and is not an
innate quality. Resilient individuals demonstrate the ability to navigate adversity, maintain a positive
mindset, effectively manage stress, and endure challenges (Wheeler, 2023).

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Gaskell (2023) emphasizes the importance of resilience in successful teams, as it helps

them navigate unexpected challenges, adapt to changing circumstances, and excel in demanding
situations. Fostering and nurturing team resilience requires intentional actions, conscious efforts, and a
strategic approach. A structured cycle can be implemented to promote resilience, manage stress, and
prevent burnout. This is a request to acknowledge that pressure can actually lead to growth and a
commitment to developing a self-driven and resilient workforce. The way individuals respond to
adversity serves as a model of resilience. Cultivating resilience depends on developing self-awareness, as
it empowers individuals to understand their thoughts, emotions, and reactions (Buzanko, 2023). Resilient
individuals not only set a positive example for others but also experience personal growth and success by
effectively managing stress, maintaining a positive mindset, and persisting through challenges.

2.1.2 Academic Burnout

Academic burnout is typically described as the feeling of exhaustion brought on by a

need to study (exhaustion), cynicism about the assignments (inefficacy), and the belief that one is an
inadequate student (inefficacy). Maslach's definition of burnout, which is the most widely used, describes
it as "a psychological syndrome of emotional exhaustion, depersonalization, and reduced personal
accomplishment that occurs as a response to emotional and interpersonal stressors among individuals.”
(Rahmatpour et al., 2019). According to Sharififard et al.(2020), academic burnout can cause issues such
as fatigue, a loss of energy, a lack of interest in learning activities and participation in class activities, and
most definitely a decline in student performance in learning activities. Lee et al. (2020) made a similar
point, stating that academic burnout will also foster emotional exhaustion in students. Students who are
emotionally exhausted will have low energy levels, anxiety, nervousness, and a sense of drained irritation.
Because of this, it is common for students to say things like, "I feel emotionally drained because of my
studies," or "I am tired at the end of every day at school." Previous studies have shown that factors like
health status, interpersonal relationships, psychological stress, anxiety, and self-efficacy, as well as
environmental factors like relationships with parents and friends and major-related factors like nursing
professionalism or major satisfaction, all have an impact on academic burnout (Hwang & Kim, 2022).

It can be difficult for students to maintain their academic enthusiasm and perform at
their best because of this never-ending cycle of stress and anxiety, which can result in a loss of motivation
and engagement. In order to help students successfully handle the demands of academic pressure, it is
critical for educational institutions and parents to recognize the symptoms of burnout and give support in

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place. According to Imani (2023), there are 5 strategies you can try to overcome academic burnout. First,
One thing that can cause academic burnout is overworking yourself with an unreasonable workload. Try
to divide your work into more achievable, smaller goals why to prevent it. Second, when you're
experiencing academic burnout, it's even more crucial to use effective study methods that work for you.
Third, employing stress management techniques is one of the best ways to deal with stress. Investigate
methods that are effective for you, such as mindfulness meditation, deep breathing exercises, and
participating in enjoyable activities. Fourth, prioritize taking care of yourself by getting adequate restful
sleep, eating a healthy diet, and exercising frequently. Don't forget to relax and refresh your mind during
breaks throughout the day. Finally, don't be afraid to ask for help when you need it. You can establish
bonds with your friends and look for social support so that you can overcome obstacles as a group. Ask
your peers, professors, or tutors for clarification or assistance to help you understand difficult subjects.

2.1.3 Resilience and Burnout

In the context of education, resilience, and academic burnout are two ideas that are
frequently associated. Students may experience academic burnout, sometimes referred to as school
burnout or learning burnout, which is a type of burnout syndrome (Sun, 2022). A lack of enthusiasm,
emotions of irritation, a sense of excessive demands, and reduced productivity have been described as
characteristics of burnout syndrome, a state of physical and emotional weariness (Fernández-Castillo &
Fernández-Prados, 2022). There appears to be a connection between the concepts of burnout and low
resilience or a lack of vocation in various theoretical frameworks. Resilience may be a psychological trait
that enables students to handle stress more effectively and, as a result, avoid the negative effects of
challenging circumstances in the educational setting.

According to Cherry, (2023), a resilient person is someone who is able to marshal their
resources, ask for assistance when necessary, and come up with solutions to the problems they are
experiencing. Resilient students are better able to manage the demanding requirements of academic life,
deal with stress, and bounce back from failures. Resilient people are highly motivated, skilled at solving
problems, have good social skills, and have a clear direction in mind for their goals (Wang & Lui, 2022).
As burnout frequently results in decreased motivation and engagement, students who have higher levels
of resilience are more likely to keep the enthusiasm and motivation for their studies, which can serve as a
protective barrier against burnout. Chandra (2021) states that for students to learn how to cope with

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stressful and difficult situations, resilience-building is essential. It may also be a good way to prevent and
deal with academic burnout.

2.1.4 Senior High School Students

Senior High School students are at an important stage in their education, encountering a
variety of possibilities and challenges as they get ready to go on with their lives. The Philippines is one of
only three countries in Asia with a ten-year pre-university education curriculum in place before the K–12
system was put into place. K-12 programs show good educational quality, particularly in terms of global
education standards, ability to work abroad, and improvement of employment skills. Implementation of
K–12 programs aiming at producing more educated learners with fundamental skills for employment and
lifelong learning. As a result of their ability to master the skills and acquire the core competencies
required to satisfy the expectations of the global market, Filipino learners and professionals in other
nations were encouraged to recognize one another (Abragan, et al., 2022). At higher education levels,
competitiveness and difficult obstacles will increase for students. In both academic and non-academic
domains, challenges and competition have increased (Dwiastuti1comma2* et al., 2022). Despite the
academic pressures, Senior High School students show a constant commitment to their studies, meeting
challenges head-on and learning how to recover from failure.

Academic burnout, caused by stress related to this particular environment, is known to

be one of the most prevalent negative effects in the university community today. It affects "the
development, understanding, and satisfaction of the student with their education and academic life”
(Salgado & Au-Yong-Oliveira, 2021). According to de la Fuente et al. (2021), Resilience, a fundamental
personal trait in the field of Positive Psychology, is recognized as a potent stress-reduction mechanism. It
gives individuals the ability to deal with obstacles and adversities in life in an appropriate manner, which
eventually enables them to overcome setbacks and keep their well-being even when faced with stressors.
A person who has a growth mindset sees intelligence, skills, and talents as something that can be learned
and developed through effort (Cote, 2022). Students who have a growth mindset, however, are more
resilient. They frequently view setbacks as opportunities for learning and look for challenges to sharpen
their minds (Shaw, 2023).

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2.1.5 Reseach Synthesis

According to Lyssiotis (2021), resilience refers to the capacity to not only bounce back
from difficulties but also gain knowledge from them and make positive contributions to communities.
Academic resilience is a characteristic seen in students who face significant educational hurdles,
demonstrated by their active involvement and determination when faced with challenging tasks (Romano
& Angelini, 2021). This attribute can be cultivated by overcoming adversity, maintaining a positive
mindset, managing stress, and persevering through challenges (Wheeler, 2023). Gaskell (2023) stresses
the significance of resilience in successful teams, emphasizing the need for deliberate efforts and a
structured approach.

On the other hand, academic burnout, which is characterized by feelings of exhaustion,

cynicism, and inadequacy, is caused by emotional and interpersonal stressors (Maslach, Rahmatpour et
al., 2019). This condition can result in fatigue, a decreased interest in learning, and a decline in
performance (Sharififard et al., 2020). Various factors, such as health, relationships, stress, and self-
efficacy, contribute to academic burnout (Hwang & Kim, 2022), possibly leading to a decrease in
motivation and engagement. Therefore, it is important for educational institutions and parents to provide
support (Imani, 2023).

The connection between resilience and academic burnout is significant in an educational

setting, as resilience plays a crucial role in protecting against burnout (Cherry, 2023). Students who
possess resilience are more capable of effectively handling academic pressures, managing stress, and
recovering from setbacks, ultimately maintaining their motivation and engagement (Wang & Lui, 2022).
It is essential for students to cultivate resilience in order to navigate challenging situations and prevent
academic burnout (Chandra, 2021).

The Senior High School students in the Philippines, who are going through a critical
phase in their education, the implementation of K-12 programs aims to help create more educated learners
with essential skills (Abragan et al., 2022). Despite facing increased competition, Senior High School
students show a strong dedication to their studies and the ability to overcome challenges. Resilience, seen
as a powerful way to reduce stress, enables individuals to effectively handle obstacles and difficulties (de
la Fuente et al., 2021). Furthermore, having a growth mindset, which believes that intelligence and skills
can be developed through effort, is associated with greater resilience (Cote, 2022; Shaw, 2023).

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2.2 Theoretical Framework

2.2.1 Social Cognitive Theory

Social Cognitive Theory (SCT) looks at how people learn and maintain behavior,
considering both the individual and their social environment. It takes into account a person's past
experiences, which affect whether they'll continue a certain behavior. These experiences shape their
expectations, beliefs, and motivations for engaging in that behavior.

Many health promotion theories focus on starting behaviors but overlook the importance
of maintaining them, which is a limitation. SCT, on the other hand, aims to explain how people control
and reinforce their actions to achieve and sustain long-term, goal-directed behavior. In public health, the
ultimate aim is not just to start healthy behaviors but to help individuals keep them up over time.
(Bandura, 1986).
In the context of a correlational study on academic resilience and academic burnout,
Social Cognitive Theory (SCT) provides a framework to understand how individuals in an academic
setting acquire and maintain behaviors related to their resilience and burnout levels. SCT considers that a
person's past experiences, expectations, beliefs, and motivations play a significant role in determining
their behavior. In the study of academic resilience, it could help explain why some students are better at
handling academic challenges, possibly due to their past experiences and their beliefs in their abilities to
overcome difficulties. Essentially, SCT can serve as a lens through which to examine the factors that
contribute to academic resilience and burnout, shedding light on how past experiences, beliefs, and the
social environment impact students' abilities to cope with academic challenges and their risk of
experiencing burnout.

2.2.2 Self-Determination Theory (SDT)

Is a comprehensive framework that examines human motivation and personality. It

provides a broad perspective on the study of what drives people. SDT consists of several key elements: it
serves as a fundamental theory for understanding motivation, it defines various sources of motivation,
including internal (intrinsic) and external (extrinsic) factors, and it outlines how these different forms of
motivation influence cognitive and social development, as well as individual differences.

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A critical aspect of SDT is its attention to how social and cultural factors impact a
person's sense of self-determination and drive, as well as their overall well-being and performance. The
theory highlights that when individuals feel that they have autonomy (control over their choices),
competence (the ability to do things well), and relatedness (meaningful connections with others), they are
more likely to have strong, self-driven motivation and engagement in various activities. This, in turn,
leads to better performance, persistence, and creativity. (Ryam and Deci, 2000)

In the context of your study on academic burnout and academic resilience, SDT can be
valuable. It can help you understand how students' motivation is influenced by their perception of
autonomy, competence, and relatedness in their academic environment. For example, if students feel they
have control over their learning, are competent in their studies, and have supportive relationships with
teachers and peers, they are more likely to be academically resilient and less prone to burnout.

Conversely, if these psychological needs are not met—students feel powerless,

inadequate, or disconnected—it can negatively affect their well-being and performance, potentially
leading to academic burnout. SDT can shed light on the role of motivation in the context of academic
resilience and burnout, and how these factors interact in a correlational study, emphasizing the
importance of addressing students' psychological needs to promote better mental health and academic
outcomes.

2.2.3 Academic Resilience Theory

According to Norman Garmezy's (1991) Academic Resilience Theory, a student's

capacity to persevere in trying circumstances and overcome obstacles has a big influence on how well
they do in school. It highlights the value of character characteristics, a supportive social network, and a
caring learning environment in developing resilience among students. According to this idea, students'
resilience may be shaped as they traverse the challenges of their academic journey by having a good
outlook, using efficient coping mechanisms, and being in a supportive academic environment.

The Academic Resilience Theory emphasizes how resilience acts as a protective factor,
helping students fight the negative consequences of burnout on their academic performance and general
well-being in the context of the relationship between resilience and academic burnout. It emphasizes how
resilient students are better able to handle the pressure and expectations of academic life, decreasing their
risk of becoming burnt out. Resilience works as a protective barrier, allowing people to flourish despite
the difficulties presented by demanding academic standards and probable setbacks.

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The idea also stresses how interventions and assistance programs designed to foster
resilience may improve students' capacity to handle academic challenges and keep a positive perspective.
By encouraging a resilient mentality and giving students the skills to deal with stress and obstacles,
educational institutions may create an atmosphere that supports students' overall well-being. The
Academic Resilience Theory provides a framework through which educators and policymakers may
create focused measures to support student resilience, eventually establishing a culture of academic
achievement and well-being within the educational community.

2.3 Definition of Terms

For a better understanding of the research study, the following terms that can be found
in the research are defined.

Academic Burnout - Describe an extended period of mental, emotional, or physical tiredness that is
accompanied by low motivation, poor performance, and negative thoughts about oneself and other people
(Sprofera, 2021)
Cognitive- the mental action or process of acquiring knowledge and understanding through thought,
experience, and the senses. ("Cambridge Cognition", 2016)
Psychological - used to refer to things that are mostly mental or emotional, but it may also be used to
discuss psychology as a field.
Resiliency - The ability to withstand misfortune and bounce back from difficult events.
Self-Determination - refers to a person's capacity for decision-making and managing oneself.
Senior High School Students - Senior High School is a two-year program of upper secondary
specialization that allows students to select a focus based on their abilities, interests, and educational
options. (“SENIOR HIGH SCHOOL (SHS),” 2022)

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2.4 Conceptual Framework

Senior High School

Students

Resilience Academic Burnout

Figure 1

At a critical point in their academic journey, Senior High School students find
themselves at a crossroads, where they encounter a combination of challenges and opportunities that
provide a rich environment for examining the connection between resilience and academic burnout. This
pivotal moment is characterized by high academic expectations, busy schedules, and the difficulty of
managing social, extracurricular, and professional obligations. These varied experiences, along with the
anticipation of college, foster a dynamic atmosphere where the level of resilience among students can
greatly impact their academic achievements and overall state of being.

This contradictory outcome highlights the complex nature of resilience, challenging the
simplistic belief that it only serves as a protective factor against burnout. Oyoo et al.'s research suggests a
more intricate interaction, where increased resilience might be connected to higher burnout due to factors
such as heightened self-pressure, depletion of resources in the face of chronic stress, and the potential
concealment of underlying mental health issues. Recognizing the importance of this critical stage, Oyoo
et al. conducted an extensive study to clarify the intricate link between academic resilience and burnout.
By using a rigorous quantitative approach, they carefully analyzed data from a specifically chosen group
of 100 Form Four students through standardized questionnaires. This systematic methodology resulted in
a statistically significant finding: a positive correlation (R = 0.272, p < 0.00001) between academic
resilience and burnout.

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By bringing attention to this previously unnoticed correlation, Oyoo et al.'s (2023)

research opens the door for further exploration into the underlying mechanisms that govern the
relationship between resilience and burnout. Moreover, it highlights the necessity for a comprehensive
approach to promoting student well-being. This approach should not only include interventions that
enhance resilience but also incorporate strategies that address stress management, encourage realistic self-
expectations, foster a supportive learning environment, and offer accessible mental health support. By
prioritizing a holistic understanding of the intricate dynamics between resilience and burnout, we can
better equip high school seniors with the necessary tools to navigate this crucial phase of their academic
journey, allowing them to reach their full potential while safeguarding their well-being.

3.0 Research Method

3.1 Research Design

The researchers in this study utilize a Non-Experimental design using the Correlational
research method, which is a quantitative research approach, to investigate their research inquiries. To
observe events that have an impact on the sample population, quantitative research approaches are
applied. This kind of research involves the collection of multiple numerical data types using a variety of
techniques, followed by statistical analysis to group the data, compare them, or highlight links between
the data. Formalized observations, experiments, and questionnaires are all examples of quantitative
research methods (Sreekumar, G., & George, E., 2023).

Non-experimental research does not rely on changing an independent variable or

predictor. Predictor variables are the parts of the experiment that are changed to observe the impacts on
the dependent variable. These predictor variables serve as tools for predicting the outcomes or effects on
the other variables within the experiment, contributing to our understanding of causal relationships
(Skidmore et al., 2022). Furthermore, a research design known as a correlational study examines the
relationship between two or more variables. Since correlational studies are not experimental, no variables
are changed or under the experimenter’s control (Cherry, K., 2023). The primary objective of this
research is to explore the resiliency and academic performance of Senior High School students’ resilience
and their academic performance at Our Lady of Fatima University - Valenzuela campus. Researchers will
not manipulate variables or use experimental methods. Instead, the data that will be gathered will be in
the form of numbers and statistics, which will be used to address the study question. Therefore, the most

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appropriate methodology and design to adopt is the quantitative research approach, non-experimental
design, and correlational research method.

3.2 Research Locale

The research was conducted at Our Lady of Fatima University - Valenzuela Campus,
situated at 120 MacArthur Highway, Marulas, 1440 Valenzuela City. The selection of this location was
informed by the university's provision of a Senior High School program encompassing various strands,
such as Science, Technology, Mathematics, and Engineering (STEM), Humanities and Social Science
(HUMSS), and Accountancy, Business, and Management (ABM). This campus served as the primary
source of participants for the study. Our Lady of Fatima University comprises six campuses, including
Valenzuela City, Quezon City, Antipolo City, Pampanga, Nueva Ecija, and Laguna Campus. However,
given the convenience of the Valenzuela City campus, which the researchers also attend, it was the
preferred choice for conducting this research.

3.3 Population and Sampling

The researchers used the Non-Probability Sampling method to identify the relevant
participants for the study. Non-probability sampling techniques take into account that not everyone will
be able to participate in a survey. This is the opposite of probability sampling, which seeks to provide
every member of the population an equal chance of participating in a survey (Mahmutovic, 2023).
Purposive sampling, sometimes referred to as judgmental sampling, encompasses a collection of non-
probability sampling techniques wherein units are intentionally selected based on their possession of
particular desired attributes. Fundamentally, this method involves purposefully handpicking individuals,
cases, or events that can most effectively serve the study's objectives, relying greatly on the researcher's
astuteness in recognizing and choosing them, (Assiani Nikoloupolou, 2022).

This study will focus on Senior High School Students currently enrolled in Our Lady of
Fatima University (OLFU) who are facing challenges related to the decline of their level of resiliency and
how it contributes to their increasing level of academic burnout. In order to be eligible for participation in
this research, students must meet a minimum threshold of more than 3 out of 5 on either of these
variables. Those students who meet the criteria will be invited to join the study until we reach the desired
sample size, which is expected to be around 366 respondents, 183 from Grade 11 Students and another
183 from Grade 12 students. The final sample size will be determined by the researchers. By using

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purposive sampling, this method is suitable for investigating the relationship between resilience and
academic burnout in students. It allows the researchers to select participants who have specific
characteristics that are relevant to the study's objectives, while also being efficient and time-effective.
This sampling approach can significantly improve the study's internal validity, leading to more
meaningful and targeted insights.

3.4 Research Ethics

To properly cite and respect the authors’ ideas, the researchers follow the format of the
American Psychological Association (APA). The first publication outlining the fundamental rules for the
APA style was a 1929 essay in Psychological Bulletin. Eventually, the APA Publication Manual was
developed from these recommendations (Cherry, 2022). Representing a portion or the complete of
someone else's work as your own is known as plagiarism. This might be concepts, verbatim language,
infographics, or anything else—published or unpublished. The academic writing is not any different (D et
al., 2022).

Researchers follow the ethical norms when conducting correlational research to protect
participants' rights and privacy and promote academic integrity. This study complies with the Republic
Act No. 10173, known as Data Privacy Act of 2012. The DPA was enacted to protect every person's
fundamental human right to privacy, to guarantee the free flow of information, and to uphold other related
rights (De Leon, 2022). As a result, the researchers exclusively relied on the data they gathered
specifically for their study. The participants are carefully presented with a consent form to officially
acknowledge their voluntary participation in the research. This ethical approach ensured that the study
followed the rule of informed consent and maintained the integrity of the data collected.

3.5 Research Instruments

Any tool a scientist uses to collect, measure, and analyze data is referred to as a
"research instrument." In order to conduct experiments, surveys, and other types of empirical research,
research instruments are essential parts of the scientific method. The researchers use the following
instruments below:

3.5.1 Informed Consent

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One of the guiding principles of research ethics is informed consent. This is for human
participants to enter the research voluntarily after receiving full information about what it means for them
to participate and after giving their consent before doing so (Informed Consent | Research Support, 2021).
The researchers will use informed consent in the study involving the Grade 11 and Grade 12 students.
The
participants have the opportunity to clarify any aspects they do not fully understand by asking questions.
This consent is not final; it may be withdrawn at any point if the participant changes their mind or feels
uncomfortable throughout the study.

3.5.2 Screening Tool

This process is essential in determining whether an individual qualifies for research

participation. The research team typically follows a multi-step procedure to assess individuals,
considering various variables and methodologies to ensure the successful achievement of the study's
objectives. Additionally, participation in the study may entail completing a questionnaire designed to
collect data relevant to the research goals.

To be eligible for participation in this study, individuals must meet specific criteria.
Primarily participants must be in Grade 11 or Grade 12 and currently enrolled as students at Our Lady of
Fatima University, particularly at the Valenzuela City campus. The participants must be in the Science,
Technology, Engineering, and Mathematics (STEM), Accounting, Business and Management (ABM),
and Humanities and Social Sciences (HUMSS) strand. It is equally important to determine whether
participants have been able to maintain their functionality and productivity despite their low level
resiliency. The researchers should inquire if the participants' levels of resiliency affects the student’s level
of academic burnout.

3.5.3 Google Form

To acquire and evaluate the necessary data, a Google Form questionnaire was used as a
convenient and effective data-gathering tool. According to Chernikov (2023), A great instrument for
quickly and simply producing surveys, quizzes, and other forms is Google Forms. You can develop forms
with Google Forms that are available from anywhere, automatically gather replies, and even include

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advanced functions like conditional logic. By utilizing a Google Form, participants were able to easily
and conveniently respond to the survey questions regarding resilience and academic burnout, which
included the administration of the Brief Resilience Scale and the MBI-General Survey for Students.

3.5.3 Brief Resilience Scale (BRS)

The perceived capacity to recover or bounce back from stress was measured via the
development of the Brief Resilience Scale. The scale, which includes both favorably and negatively
worded items, was created to evaluate a unitary construct of resilience (Buzanko, 2023). In order to
discover whether it is possible to accurately assess resilience as the ability to bounce back from stress,
whether it is related to resilience resources, and whether it is associated with significant health
consequences, the authors devised a brief resilience scale. The researchers utilized this standardized tool
to ensure efficient data collection. The researchers aimed to strike a balance between collecting
meaningful data and respecting the time limits and participations of the respondents by using a concise
but validated resilience scale.

3.5.4 Maslach Burnout Inventory-Student Survey (MBI-SS)

According to Yavuz & Dogan (2019), Research has shown that burnout and student
accomplishment are associated, and one of the most widely used tools for measuring burnout is the
Maslach Burnout Inventory-Student Survey (MBI-SS). The MBI-SS was selected for this study as it is a
well-validated tool created especially to measure burnout in the academic context. The researchers
utilized this tool to accurately assess the components of burnout, such as emotional exhaustion, cynicism,
and reduced personal accomplishment, which are crucial factors in understanding academic burnout. It
allows for a thorough research into how resilience may function as a potential protective factor against
student burnout. It is combined with a resilience measurement tool.

3.6 Data Collection

Data collection is an essential process in research where information on variables of

interest is gathered and measured in a systematic manner. It allows researchers to answer research
questions, test hypotheses, and evaluate outcomes. By utilizing Slovin’s formula for this specific study,

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which involves 366 Senior High School students enrolled at Our Lady of Fatima University Valenzuela
campus, the objective of the data collection process is to analyze the association between academic
burnout and resilience, taking inspiration from Catherine Cote's research in 2021. This underscores the
importance of employing comprehensive data collection procedures that adhere to legal and ethical
guidelines. The data collection procedure commences by ensuring that participants thoroughly read and
understand the informed consent form, and then willingly participate by signing an agreement.
Subsequently, participants are kindly requested to share their responses using carefully designed
standardized tools and forms, which facilitates the systematic gathering of valuable insights.

The data collection process is as follows: To initiate the study, the researchers will first
obtain consent from their researchs adviser. After obtaining consent from the research adviser, the
researchers will proceed to screen and evaluate the respondents to confirm that they meet the criteria as
Grade 11 and Grade 12 students currently enrolled in the Science, Technology, Engineering, and Math
(STEM), Humanities and Social Sciences (HUMSS), and Accounting, Business and Management (ABM)
tracks. Once their eligibility is confirmed, informed consent will be given to ensure that respondents are
fully aware of the study’s purpose and procedures. Participants are protected by the Data Privacy Act of
2012 ("Act" or "DPA") or Republic Act No. 10173, protecting their rights, privacy, confidentiality, and
any potential risk. With the necessary approvals and informed consent, participants are given the chance
to provide their responses through carefully designed standardized tools and forms, enabling the
researchers to gather valuable insights.

3.7 Data Analysis

3.7.1 Mean

The term "mean" is a statistical measure that represents the average value of a set of data
points. It is obtained by adding up all the values in the dataset and dividing that sum by the total number
of data points. For instance, when determining a grade, the mean of test scores is found by adding up all
the values and dividing by n. (Meredith Hurley & Steven Tenny, 2023). The study's mean can assist in
determining the average level of resiliency and academic burnout among Senior High School students at
Our Lady of Fatima University.

This can be achieved by gathering data on students' resiliency and academic burnout,
such as their strategies for maintaining persistence even when nearing burnout, and calculating the overall

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average for the entire sample. By comparing this mean to academic burnout scores, we can gain insights
into any potential correlation between students' resiliency levels and their level of academic burnout.

3.7.2 Standard Deviation

The Standard Deviation (SD) of resiliency can offer a perspective on the extent to which
individual levels of resiliency differ from the average. A smaller standard deviation suggests that the
majority of students have resiliency levels that are similar to the mean, indicating a consistent ability to
deal with academic burnout. On the other hand, a larger standard deviation indicates a broader range of
resiliency levels among students, highlighting a greater variation in their ability to manage academic
stress.

In accordance with HS Darling (2022), the standard deviation is a measure of the

variation of data in a normal distribution. It assists in the comparison of data in systematic reviews and
meta-analyses by accurately calculating and presenting the information. The standard deviation represents
the average amount of variability in a dataset and shows how far each value deviates from the mean. In a
normal distribution, data is evenly distributed without any skew, and the standard deviation gives an
indication of the average extent of spread from the center. This knowledge is valuable for comparing
samples and making inferences about larger populations (Bhandari, 2020).

3.7.3 Pearson’s R

The Pearson correlation coefficient, often denoted as "r," is a widely utilized statistical
metric for quantifying the strength and direction of a linear relationship between two variables. It assigns
a numerical value ranging from -1 to 1, where -1 indicates a strong negative correlation, 1 represents a
strong positive correlation, and 0 implies no linear correlation between the variables (Shaun Turney,
2022). This coefficient serves as a fundamental statistical tool for assessing the relationship between two
continuous variables and is favored for this purpose due to its foundation in correlational analysis, which
offers insights into both the strength and direction of the correlation (Statistics Solutions, 2021).

Pearson's correlation coefficient ("r") is the ideal instrument for precisely quantifying
the strength and direction of linear relationships between these continuous variables. It provides a

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standardized scale that facilitates interpretation, enabling researchers to measure the extent of the
correlation and gain insights into whether resilience is associated with academic burnout.

4.0 Results

According to Ammon (2022), the results section hold significant importance within a
research paper as it serves as a crucial segment where the author presents the outcomes of their study in
relation to the research questions posed. It is essential to note that the results section should refrain from
interpreting or analyzing the findings, focusing solely on presenting the factual information. This ensures
a clear and unbiased representation of the study’s outcomes without introducing subjective
interpretations.

Table 1: The Mean and the Standard Deviation of Senior High School students in terms of Resilience

Variable Mean Standard Deviation Interpretation

Resilience 3.36 0.136 Normal Resilience

The data presented in Table 1 includes the final values for the mean and standard
deviation, both of which are key descriptive statistics for understanding the resilience levels of Grade 11
and Grade 12 students enrolled in the STEM, ABM, and HUMSS strands. The online survey conducted,
which included responses from 366 participants, revealed a calculated mean resilience score of 3.66,
falling within the established range of 3.00-4.30. In accordance with Smith et al. (2008), a Brief
Resilience Scale or BRS score within this range is indicative of normal resilience levels. Therefore,
reconsidering the mean resilience score suggests that Senior High School Students exhibit a noteworthy
ability to withstand and recover from challenges, contributing to their overall well-being.

Furthermore, in determining the extent of variation in participants’ score dispersion, a

well-considered decision rule was applied. According to this rule, if the standard deviation derived from
the respondents’ answers is lower than the calculated mean value, the scores demonstrate homogeneity or
are homogenous. Conversely, if the standard deviation exceeds the mean, it signifies that the scores
indicate heterogeneity or are heterogenous. The standard deviation for Resilience was 0.136, which is
lower the mean score of 3.36. Consequently, the standard deviation for Resilience indicates homogeneity.

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Table 2: The Mean and the Standard Deviation of Senior High School students in terms of Academic
Burnout

Variable Mean Standard Deviation Interpretation

Academic Burnout 4.31 0.363 Burnout

The data presented in Table 2 reveals that the mean score for Academic Burnout among
the participants is 4.31. This findings is significant as it places the average score within the 4.20-5.00
range, as defined by the Maslach Burnout Inventory-General Survey for Students or MBI-GSS (Schaufeli
et al., 2002). The alignment of the mean with this range suggests that Senior High School students are
experiencing academic burnout. Furthermore, the standard deviation for Academic Burnout is calculated
to be 0.363, a value lower than the mean score of 4.31. This discrepancy indicates a level of homogeneity
among the participants in their experience of academic burnout.

Table 3: Pearson’s R Moment of Correlation and Level of Significance between Resilience and Academic
Burnout of Senior High School students

Statistical Treatment r-value Interpretation

Pearson’s Correlation 0.272** Positively Correlated

p-value Decision Interpretation

Significance (2-tailed) <0.00001 Reject Ho There is a significant

relationship between the
two variables.

Table 3 displays the correlation and level of significance between Resilience and
Academic burnout. The findings revealed a calculated r-value of 0.272, indicating a positive relationship
between the two variables, The presence of asterisks signifies the statistical significance of the correlation
between these variables.
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Table 2 also presents the probability values used to determine the significant association
between the two variables. A predefined decision rule was employed and adhered to in assessing the
relevance of the outcomes. If the calculated p-value exceeds 0.05, the null hypothesis (Ho) is to be
accepted. Conversely, if the estimated p-value is below 0.05, the null hypothesis should be rejected. The
results of this study indicate a significant relationship between the variables, evidenced by the calculated
p-value of <0.00001, which is well lower the 0.05 which results in the rejection of the null hypothesis.

Oyoo et al.'s research reveals a complex relationship where increased resilience may
lead to higher burnout. Factors such as heightened self-pressure, resource depletion in chronic stress, and
potential concealment of underlying mental health issues contribute to this connection. Recognizing the
significance of this, the researchers conducted a thorough study to elucidate the link between academic
resilience and burnout. Analyzing data from 100 selected Form Four students using standardized
questionnaires, their rigorous quantitative approach unveiled a statistically significant positive correlation
(R = 0.272, p < 0.00001) between academic resilience and burnout.

5.0 Discussion

With the unveiling of the findings, the researchers found themselves equipped to address
the comprehensive answers to the questions posed by this analysis. The primary objective of this study
was to assess the Resilience and Academic Burnout levels among Senior High School students at Our
Lady of Fatima University. The findings revealed that the mean score for the respondents’ resilience was
3.36, falling within the range of 3.00 to 4.30, indicating a classification of “normal resilience” according
to the standards set by the Brief Resilience Scale (BRS). It is crucial to acknowledge the importance of
resilience in navigating challenges of academic life, and this study contributes valuable insights into the
well-being of Senior High School students. On the other hand, based on the findings, it was observed that
the average academic burnout score among the 366 participants stood at 4.31. This numerical
representation aligns with the MBI-GSS criteria, categorizing the level of academic burnout as burnout.
According to Maslach et al. (1996), burnout is defined as psychological syndrome characterized by
emotional exhaustion, depersonalization, and diminished personal accomplishment. This phenomenon is
known to manifest in individuals engaged in various capacities of working with others. Based on the data
findings from this study, the level of academic burnout among Senior High School students at Our Lady
of Fatima University gives a high exhaustion, high cynicism, and low efficacy .

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Furthermore, the research revealed a noteworthy positive Pearson correlation (with an R-

value of 0.272**) between Resilience and Academic Burnout among Senior High School students at Our
Lady of Fatima University. This indicates that as the level of resilience increases, there is a corresponding
increase in academic burnout among these students. By using the Google Spreadsheet, the obtained p-
value, calculated to be <0.00001 and falling below the conventional significance threshold of 0.05, led to
the rejection of the null hypothesis (Ho). Consequently, this allow the researchers to infer that there is
indeed a significant relationship between the variables examined in this study.

6.0 Conclusion

This study aims to investigate the correlation between Resilience and Academic Burnout
in Senior High School students enrolled at Our Lady of Fatima University. The analysis of resilience
levels among students yielded a computed mean of 3.36, indicating a normative level of resilience. In
contrast, the calculated mean level for academic burnout was 4.31, suggesting a burnout level of
academic burnout among the participants.

The correlation analysis revealed an r-value of 0.272, signifying a positive correlation

between resilience and academic burnout. The estimated p-value, which was found to be <0.00001, is
significantly lower than the commonly accepted threshold of 0.05. This results indicated a strong
statistical significance, leading to the rejection o the null hypothesis (Ho.). Thus, it can be concluded that
there is a substantial and meaning ful relationship between resilience and academic burnout among Senior
High School students at Ourl Lady of Fatima University. This insight contributes valuable information to
the understanding of factors influencing students’ well-being.

7.0 Recommendation

The researchers have noticed that this study has received significant attention, but there
is a lack of studies specifically focused on Senior High School students. The primary goal of this research
is to enhance understanding of the relationship between Academic Burnout and Resilience. In order to
determine if there is a correlation between Academic Burnout and Resilience, it is important for future
researchers to carefully consider both their methodological approach and the wider implications of their
findings. It is crucial to utilize a comprehensive and validated measurement tool, such as the Maslach
Burnout Inventory - General Survey for Students (MBI-GSS) and the Brief Resilience Scale (BRS), to
ensure the reliability and validity of their data.

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Furthermore, incorporating qualitative methods, such as conducting in-person interviews

and using online accessible google forms, would be beneficial. Several significant challenges arose during
the implementation of this research methodology, which justify its inclusion in the primary list of issues.
Due to the crucial nature of this approach with regards to the study participants, there was no assurance of
obtaining comprehensive data in a single attempt. Considering the inherent complexities of this case, it
was necessary to carefully consider the potential limitations and plan for iterative data collection
processes to improve the reliability and validity of the study.

Moreover, fostering a nurturing and positive learning environment that fosters feelings
of competence, connection, and independence can significantly bolster students' resilience levels.
Considering the positive relationship discovered between resilience and academic burnout, it is extremely
important for parents and educators to prioritize the mental well-being of their students. Regular
assessments of students' resilience levels can act as early indicators of possible burnout risks. To establish
comprehensive support systems that guarantee students have access to counseling services and resources
designed to prevent and address burnout, educational institutions should collaborate with mental health
experts.

Additionally, implementing stress-reduction techniques and encouraging a healthy

work-life balance can effectively minimize the adverse effects of burnout. In the future, it would be
beneficial to conduct further research to explore the specific factors that contribute to academic burnout
and resilience in Senior High School students. Gaining a deeper understanding of these factors could
potentially lead to the development of tailored interventions that address the unique needs of learners in
the Philippine educational context. In addition, studying the effects of resilience-building programs over
an extended period of time and across different academic areas could provide valuable insights into the
long-term effectiveness of these initiatives.

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Acknowledgement

Above all, heartfelt praises and appreciation are extended to the Almighty God and His
son, Jesus Christ, for imparting the researchers with the wisdom, strength, and guidance essential for the
entire research process. The bestowed protection and unending blessings transcend mere virtues, leaving
the researchers speechless in expressing their gratitude.

This analysis would not have been conceivable without the invaluable assistance and
gracious participation of numerous individuals. Therefore, the researchers express their sincerest thanks
to all the remarkable people who dedicated their time to shed light on the establishment of this study.

The researchers extend their wholehearted gratitude to the Grade 11 and Grade 12
STEM, ABM, and HUMSS students who served as respondents. Despite their time constraints, these
students generously contributed their spare time to the survey, providing warm approval, constructive
feedback, and maintaining faith in the researchers' ability to safeguard their responses confidentially. The
affable participation of these students played a pivotal role in conducting the investigation and yielding
substantial findings.

The proponents of this study, namely Rose Marie Alabado, Faye Angela Bo, Andrei
Libera Da-anoy, Johaira Gundayao, JM Lanozo, Earl Sebastian Pineda, Amanda Louise Ramos,
Heven Grace Salinas, Alfonzo Trinidad, Juliana Raine Yap, along with their classmates and friends,
deserve fervent appreciation. Each of these dedicated researchers wishes to express gratitude for the
unwavering support of everyone mentioned, which was instrumental in successfully completing this
investigation.

Special appreciation is extended to the researchers' families for their unwavering

support, consideration, and prayers. They served as the primary inspiration for the researchers, motivating
them to pursue their studies and keep their aspirations alive.

Finally, heartfelt and immeasurable gratitude is expressed to Mrs. Joyce Ann Lopez-
Burre for serving as the research panelist and providing constructive advice that significantly refined the
manuscript. Additionally, gratitude is extended to the research adviser, Mr. John Vincent Manota, for
affording the opportunity to conduct and complete this research. Under his guidance, the researchers
acquired new knowledge, and their academic and professional growth was evident. The researchers
sincerely thank him, acknowledging his substantial contribution to the success of this investigation.

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