Study Burnout Among Undergraduate Students at Hanoi University of

Science and Technology

Author: Duong Manh Cuong, Hoang Thi Ngoc Lien, Tran Minh Thu, Nguyen
Hoang Cam Tu, Hoang Duc Tai, Pham Tien Dung
School: Hanoi University of Schience and Technology

1
 Abstract
Study burnout is a state of prolonged stress due to academic pressure, negatively
affecting students' health, motivation, and academic performance [1]. Given the intensive
training programs and demanding learning environment at Hanoi University of Science and
Technology (HUST), this study investigated the prevalence of study burnout among its
undergraduates. Furthermore, it examined how burnout levels differ across gender, academic
major, academic year, and academic program type. A sample of 348 HUST undergraduate
students, representing diverse backgrounds, completed the Maslach’s Burnout.
Inventory – Student Survey (MBI-SS). Analysis of the data using descriptive statistics
and one-way ANOVAs revealed that a significant variation in burnout levels based on students'
academic year. Consequently, this research underscores that study burnout among HUST
undergraduates is significantly influenced by academic program, gender, academic year, and
major. These results emphasize the necessity for targeted support strategies within HUST to
effectively address the unique stressors associated with different student groups and academic
pathways.
Keyword: Study burnout ,Academic stress, Hanoi University of Science and Technology
(HUST), Maslach Burnout Inventory – Student Survey (MBI-SS), Tailored support strategies

2
1. INTRODUCTION
1.1 The prevalence of Study burnout

The issue of study burnout is becoming an increasingly pressing concern among students
in the world. Prolonged exposure to academic stress can have detrimental effects on students'
physical and mental well-being, diminishing motivation and academic performance and, in
severe cases, leading to withdrawal from their studies. Numerous studies have indicated that
mental health is a crucial factor influencing the quality of life and academic satisfaction of
students. According to statistics from the American College Health Association, nearly 40% of
university students have experienced feeling "too depressed to function" at least once in the past
year [2]. Common causes of academic stress include heavy workloads, classroom environment,
faculty interactions, health problems, and external emotional pressures [3]. Mental health issues
are increasingly prevalent, with around 50% of college students experiencing psychological
distress, often linked with burnout and behavioral challenges [4]. Burnout is recognized as a
serious health issue due to its impact on students’ mental, social, and physical well-being [5]. In
Vietnam, while burnout is becoming increasingly prevalent [6], there is still a lack of in-depth
research on the actual situation and appropriate solutions tailored to the specific context of each
university.
1.2 The Specific Case of HUST: A High-Demand STEM Environment in Vietnam
Hanoi University of Science and Technology (HUST) presents a specific and demanding
context for examining student burnout. As one of Vietnam’s premier institutions for Science,
Technology, Engineering, and Mathematics (STEM) in Vietnam, HUST operates within a
national educational landscape marked by distinct cultural norms and pressures [7]. Notably,
students pursuing STEM disciplines often encounter elevated stress levels compared to other
fields, primarily due to the inherent complexity of the subject matter and the rigorous nature of
the academic workload [8].

In addition, the Vietnamese educational system is widely recognized for its emphasis on
academic achievement, characterized by significant academic pressure, a strong focus on
examinations, and intense competition [9]. This pressure is further intensified by high
expectations from parents, families, and society at large, where academic success is frequently
viewed as a primary indicator of personal worth and future potential [9]. Understanding this
cultural backdrop, deeply rooted in values emphasizing learning and reputation [10], is essential
for comprehending the stressors faced by HUST students. Furthermore, HUST functions under
its own specific Academic Statute and institutional policies governing curriculum design,
assessment procedures, grading, and student conduct, which shape the organizational
environment and directly influence the student experience [11].
2. LITERATURE REVIEW AND HYPOTHESIS DEVELOPMENT
2.1. Literature review

3
 2.1.1 Definition of Study burnout
Study burnout is a syndrome characterized by emotional exhaustion, negative or detached
attitudes (cynicism or depersonalization), and a feeling of reduced personal accomplishment in
the context of academic work [12], [13], [14]. It is more than just ordinary stress or temporary
fatigue [12], [15]. The prevalence of study burnout varies significantly across educational levels
(primary, secondary, undergraduate, postgraduate) and geographical regions [12], [14], [16]. One
survey indicated that over 70% of secondary school students in China experience study burnout
[13]
2.1.2 History of Study burnout
Burnout is metaphorically described as the extinguishing of a once-vibrant flame due to
the absence of sustained resources. Initially, employees may exhibit high levels of energy and
engagement; however, over time, the lack of adequate psychological or organizational support
erodes their ability to maintain this intensity. Consequently, their contributions become less
impactful, leading to reduced efficacy and a sense of diminished accomplishment. This illustrates
how burnout compromises individuals’ capacity for sustained professional involvement and
performance.
The concept of burnout was first formally introduced through the pioneering work of
Herbert Freudenberger, who first described this phenomenon in a 1974 scientific paper titled
"Staff Burn-Out. Freudenberger borrowed the term from the illicit drug scene where it
colloquially referred to the devastating effect of chronic drug abuse. He used the term to describe
the gradual emotional depletion, loss of motivation, and reduced commitment among volunteers
of the St Mark’s Free Clinic in New York’s East Village that he observed as a consulting
psychiatrist. [17]. These free clinics, which served individuals struggling with addiction and
homelessness, emerged as part of a broader countercultural movement challenging mainstream
institutions. Significantly, Freudenberger personally experienced burnout on two separate
occasions, which enhanced the authenticity and persuasive power of his advocacy on the subject.
In his 1974 paper, Freudenberger defined burnout as "becoming exhausted by making excessive
demands on energy, strength, or resources" in the workplace. [18]. Also in 1974, Sigmund
Ginsburg published an article focusing on "The problem of the burned-out executive."
Ginsburg's work illustrated that burnout was not confined to service professions but could also
affect managers and professionals in other fields. Although both Freudenberger and Ginsburg
addressed burnout in 1974, Freudenberger is credited with popularizing the term through
numerous subsequent publications. [19].

Following Freudenberger’s foundational work, Maslach and Jackson further refined the concept
expanded the definition of burnout. After introducing the Maslach Burnout Inventory (MBI),
they continued to clarify the syndrome’s dimensions. For example, in 1986, they revised
terminology by replacing “cynicism” with “depersonalization” and “work stress” with “reduced
personal accomplishment,” enhancing both theoretical clarity and diagnostic precision [20].

4
 Subsequently, during the 1990s, Lee and Ashforth reinforced the three-dimensional
model by acknowledging burnout as a syndrome comprising the three dimensions of the Maslach
and Jackson model. [20], [21]. By 2001, Maslach and colleagues expanded the definition,
focusing on burnout as a psychological syndrome related to chronic interpersonal stressors [22].
In 2002, Winstanley and Whittington identified burnout as a dynamic process, induced by high
workload and low coping resources. [23]
2.2. Factors Influencing Study Burnout

Research has identified several demographic and contextual factors associated with
variations in study burnout levels.
2.2.1 Gender influencing study burnout
The relationship between gender and burnout is complex, with studies yielding
inconsistent results. For instance, a meta-analysis of work burnout found women slightly higher
on emotional exhaustion, while men were somewhat higher on depersonalization [24]. Similar
patterns have been noted in physicians, where women report more EE and men more DP [25].
Some studies on students align with this, finding female students report higher levels of
exhaustion, cognitive impairment, and emotional impairment [9]. Context appears crucial; for
example, a study at Hanoi Medical University in Vietnam found female students had lower
overall burnout levels than males [13]. These discrepancies may stem from cultural differences
in gender roles and expectations, variations in coping mechanisms, differences in academic
pressures faced by genders in specific fields, or the specific measurement tools used [24]. Given
that HUST has a predominantly male student population [17], it is particularly relevant to
explore whether gender-specific stressors and academic experiences contribute to differences in
burnout levels.
2.2.2 Year of Study Influencing Study Burnout
Some longitudinal studies suggest burnout tends to increase over time as academic
demands and pressures accumulate [26]. As students advance, idealistic motivations may decline
while exhaustion intensifies [27]. Research indicates burnout can peak towards the end of
training or in later years due to factors like clinical rotations, thesis work, or career uncertainty
[28]. Conversely, the initial transition to university (first year or semester) is also recognized as a
period of high stress and potential burnout due to adaptation challenges [3]. It is worth noting
that cross-sectional studies sometimes yield different patterns than longitudinal ones [26]. For
instance, one study found third-year medical students had the highest burnout scores [28], while
another at Hanoi Medical University reported lower burnout among fourth-year students
compared to other years.
2.2.3 Academic Major Influencing Study Burnout:
The academic discipline a student chooses can also significantly influence their
likelihood of experiencing burnout. Engineering and other STEM fields (Science, Technology,
Engineering, Mathematics) disciplines are frequently characterized as highly demanding,
competitive, and stressful environments [29]. This "culture of stress" can stem from heavy
workloads, high performance expectations, and challenging coursework, potentially leading to
higher rates of emotional exhaustion and burnout among STEM students [30]. Research has
linked burnout in STEM students to difficulties with attentional processes and self-control [31].
Furthermore, factors like social support, which can buffer against burnout, may be experienced
differently by male and female students within STEM fields [32]. While some studies report

5
higher burnout in specific fields like medicine or engineering [30], others conducted in specific
contexts have found no significant association between major and burnout [33] Given HUST's
strong emphasis on engineering and technology education [34], examining potential differences
across majors is critical.
2.2.4 Academic Program Influencing Study Burnout:
Beyond the major, the specific structure and intensity of an academic program could
influence burnout. For example, elite or advanced programs, such as HUST's Elitech scheme
[34], may involve higher workloads, greater performance pressure, or different pedagogical
approaches compared to standard programs. However, while direct research comparing burnout
across standard versus elite program types is limited, the JD-R model [35] suggests that
increased demands without commensurate increases in resources could elevate burnout risk in
more intensive programs. On the other hand, such programs might also offer more resources
(e.g., better faculty support, motivated peer groups), potentially mitigating burnout.

Figure 1. Factors Influencing Study Burnout

Year of Academic
Study Major

Gender Academic
Study Program
Burnout

3. RESEARCH METHODOLOGY
3.1. Research Design

This research utilizes both quantitative and qualitative data collection methods. For
quantitative data, online Google Forms surveys are conducted among students at Hanoi
University of Science and Technology, alongside the use of data extracted from published
databases, reports, and official statistics. In terms of qualitative data, the study incorporates focus
group discussions and content analysis to gain deeper insights into the issue. Additionally, a wide
range of documents is collected for reference and analysis, including books, newspapers,
scientific journals, theses, research reports, websites, online databases, forums, and social media

6
platforms. Furthermore, this study used scientific methods, using quantitative approaches that
enabled the research team to arrive at a reasonable explanation for the issues addressed in the
study. To analyze the quantitative data, the research team used SPSS.27 software version.
The survey questionnaire comprises all items developed based on pre-established scales,
along with questions designed to elicit relevant information from participants. It consists of 40
items in total, encompassing 1 dependent variable, 8 independent variables, and x control
variables. Within the questionnaire, careful consideration has been given to the sequencing of
items and questions, as this influences the logical coherence and reliability of the responses. The
structure of the questionnaire includes the following main sections:
 Introduction: This section provides essential information such as the identity of the
surveyor(s), the purpose of the survey, and the role of the respondent. Its aim is to explain
the rationale for conducting the survey, build rapport, establish trust, and encourage
cooperation from the respondent.
 Main Section: This section comprises demographic questions and items derived from the
established scales, focusing on the research problem. It aims to explore the perceptions of
students from Hanoi University of Science and Technology (HUST) concerning the
indicators and factors influencing Study Burnout. The items in this main section employ a
5-point Likert scale, defined as follows: 1 = Strongly disagree; 2 = Disagree; 3 = Neutral;
4 = Agree; 5 = Strongly agree.
 Conclusion: This section presents the author's acknowledgement, expressing gratitude to
the individuals who participated in the survey.
The survey was administered online to students at Hanoi University of Science and Technology
(HUST). The target population included students from diverse academic disciplines and age
groups. The research team collected a total of 348 responses.

3.2. Measurement method

To measure the level of study burnout among students at Hanoi University of Science and
Technology (HUST), this research utilizes the Maslach’s Burnout Inventory-Student Survey
(MBI-SS). This is a widely developed and validated instrument for assessing the burnout
syndrome in university students. The MBI-SS consists of 3 items designed to measure the three
core dimensions of burnout in an academic setting.

Emotional Exhaustion (EE): Assesses feelings of being emotionally overextended and

depleted of energy due to academic demands. This dimension is measured using 1 item.

Cynicism (CY): Reflects a negative, detached, or disinterested attitude towards one's

studies. This dimension is measured using 1 item.

Academic Efficacy (AE): Assesses feelings of competence and accomplishment in

academic pursuits. This dimension is measured using 1 item.

Participants are asked to rate the frequency with which they experience the feelings
described in each item on a 5-point Likert scale, ranging from 1 ("Absolutely disagree") to 5
("Absolutely agree"). Scores for each dimension are calculated by summing the responses for the

7
corresponding items. High levels of burnout are indicated by high scores on EE and CY, and low
scores on. Using the MBI-SS allows for a multidimensional analysis of burnout, providing a
more detailed perspective than a single overall score. Importantly, this instrument has
demonstrated strong reliability and validity in numerous studies across different countries and
student populations, making it an appropriate tool for the present research.

4. RESULT
4.1 Sample overview
4.1.1 Sample description
The research team conducted a survey of 348 students currently studying at Hanoi University of
Science and Technology based on the following criteria: Gender, Academic Year,
School/Faculty/Institute, and Educational Curriculum. As indicated in Table 1, the gender distribution
revealed that a majority of respondents were female (57.5%), while male students accounted for 41.4%,
and a small proportion (1.1%) identified as other. Most respondents were freshmen (44%), followed
by sophomores (22.9%) and juniors (15.9%). Students from technology and engineering fields
made up the largest group (50.57%), with others coming from the School of Economics and
Management (26.15%) and the Faculty of Foreign Languages (23.28%). In terms of educational
curriculum, the vast majority followed the standard curriculum (81.7%), while smaller
proportions were enrolled in the Elitech advanced curriculum (12.3%), international joint
curriculum (3.8%), and work-study programs (2.2%). In general, the sample offers a diverse
cross-section of HUST's undergraduate population, allowing for meaningful analysis of burnout
levels across different demographic and academic categories.
Table 1. Survey sample of 348 students at Hanoi University of Science and Technology
Items Frequency Percent Cummulative percent

Gender

Male 144 41.4% 41.4%

Female 200 57.5% 98.9%

Others 4 1.1% 100%

Academic year

Freshman 153 44% 44%

Sophomore 80 22.9% 66.9%

Junior 55 15.9% 82.8%

Senior and beyond 60 17.2% 100%

School/Faculty/Institute

Technology and Engineering fields 176 50.57% 50.57%

8
 School of Economic and Management 91 26.15% 76.72%

Faculty of Foreign Languages 81 23.28% 100%

Educational Curriculum

Standard Curriculum 284 81.7% 81.7%

Elitech - Advanced Curriculum 43 12.3% 94%

International Joint Curriculum 13 3.8% 97.8%

Work-Study Curriculum 8 2.2% 100%

4.1.2 Reliability tests

The Table 2 presents the internal consistency (Cronbach’s alpha) of three constructs
measuring study burnout. Emotional Exhaustion (EE) has the highest reliability score of 0.818 <
0.826, indicating good internal consistency. Cynicism (CY) shows a lower reliability at 0.653 <
0.826, which is acceptable. Academic Efficacy (AE) has a reliability of 0.789 < 0.826,
suggesting acceptable internal consistency. Overall, the scales demonstrate adequate reliability
for assessing dimensions of study burnout, with EE being the most consistent.
Table 2. Reliability test
Constructs Cronbach’s alpha
Emotional Exhaustion (EE) 0.818
Cynicism (CY) 0.653
Academic Efficacy (AE) 0.789

4.2. Descriptive Statistics for Burnout Dimensions

4.2.1 ???????

Table 3. Gender Comparison of Study Burnout: Descriptive Analysis

N Mean Std. Deviation

Male 148 3.0231 1.01630

Female 200 3.2133 0.99527

Total 348 3.1351 1.00811

In the Table 3, there are differences in the mean burnout levels across gender groups.
Female students have a higher mean (3.2133) than male students (3.0231). The "Other" group
has the highest mean (3.2500). There is a suggestion that female students may experience a

9
slightly higher level of study burnout compared to male students. The means are different, and
the confidence intervals have limited overlap.

Table 4: Academic fields Comparison of Study Burnout: Descriptive Analysis

N Mean Std. Deviation

Technology and Engineering fields 176 3.1288 1.01723

Economics and Management fields 91 3.1612 0.93803

Faculty of Foreign Languages 81 3.1193 1.07407

Total 348 3.1351 1.00811

Table 4 indicated that The average study burnout level across all fields is 3.1351. The
analysis of study burnout levels across academic fields at Hanoi University of Science and
Technology reveals a generally consistent pattern of moderate burnout. While students in
Economics and Management fields demonstrated a slightly elevated mean burnout score (M =
3.1612, SD = 0.93803) compared to those in Technology and Engineering fields (M = 3.1288,
SD = 1.01723) and the Faculty of Foreign Languages (M = 3.1193, SD = 1.07407), the observed
differences are marginal. This suggests that study burnout is a relevant concern across diverse
academic disciplines within the institution.

Table 5: Academic years Comparison of Study Burnout: Descriptive Analysis

N Mean Std. Deviation

Freshman 153 3.1307 1.05633

Sophormore 80 3.1083 0.93799

Junior 55 3.2788 0.93352

Senior 60 3.0500 1.04840

Total 348 3.1352 1.00811

Examining the descriptive statistics presented in Table 5, we observe a marginal

fluctuation in the mean study burnout levels across different academic years. Specifically, the
mean burnout score for junior students is the highest at 3.2788, followed by freshman (3.1307)
and sophomore (3.1083), while senior students exhibit the lowest mean burnout level at 3.0500.
The standard deviations, ranging from 0.93352 to 1.05633, suggest a similar level of variability
in burnout scores within each academic year group.

10
 Table 6: Academic Curriculum Comparison of Study Burnout: Descriptive Analysis

N Mean Std. Deviation

Elitech 43 2.9070 1.02695

Transnational Education 13 3.0256 0.37172

Standard Program 284 3.1549 0.01009

Center for continuing Education 8 3.8333 1.28483

Total 348 3.1351 1.00811

Table 6 presents a descriptive analysis comparing study burnout across different

academic curricula. The sample sizes for each curriculum vary considerably, ranging from 8
students in the "Center for continuing Education" to 284 students in the "Standard Program." The
mean study burnout levels also differ across the curricula. The "Center for continuing Education"
reports the highest mean burnout (3.8333), followed by the "Standard Program" (3.1549),
"Transnational Education" (3.0256), and "Elitech" (2.9070) exhibiting the lowest mean burnout.
The standard deviations indicate varying levels of dispersion within each curriculum, with the
"Center for continuing Education" showing the highest variability (1.28483) and the "Standard
Program" the lowest (0.01009).

4.2.2 Crosstab ?????

11
5. DISCUSSION

5.1 Demographic and Academic Correlates of Study Burnout

This study investigated the landscape of study burnout among undergraduate students at
Hanoi University of Science and Technology, focusing on differences across gender, academic
major, academic year, and the university's distinct academic program types. The findings reveal
significant variations in burnout experiences within this specific institutional context.
The most significant result pertains to the variation in burnout levels across academic
years. Specifically, third-year students exhibited the highest levels of study burnout, while final-
year students reported the lowest. This pattern suggests that the penultimate year of study may
represent a critical stress point, likely due to heightened academic workload, pressure to
complete capstone projects or theses, and growing concerns about post-graduation transitions. In
contrast, the reduced burnout levels observed among final-year students may be associated with
factors such as a lighter course load, clearer academic goals, or increased adaptation to academic
stressors over time. These findings underscore how fluctuations in academic demands and
psychological states across different stages of university life can significantly influence students’
experiences of burnout.
Regarding gender differences, while descriptive statistics indicated slightly higher
burnout levels among female students, and the highest mean burnout score in the small "Other"
gender category, these differences were not statistically significant. The one-way ANOVA test
did not yield a p-value below the standard threshold for statistical significance. As such, the data
do not provide sufficient evidence to conclude that gender identity has a meaningful impact on
study burnout within the sample population. Further investigation with a larger and more diverse
sample may be required to explore potential gender-based nuances in the experience of academic
burnout.
In examining the relationship between academic fields and study burnout, the descriptive
statistics indicate minor variations in the average burnout levels across the Technology and
Engineering fields, Economics and Management fields, and the Faculty of Foreign Languages.
The Economics and Management fields exhibit the highest mean study burnout level (3.1612)
among the three academic fields compared. However, subsequent inferential statistical testing
using a one-way ANOVA revealed that these observed differences are not statistically
significant. The resulting p-value exceeded the conventional threshold for significance,
suggesting that the apparent variations in mean burnout scores across the academic fields are
likely attributable to random variability rather than a systematic effect of the academic discipline
itself within this sample. Therefore, based on this analysis, we cannot conclude that a student's
academic field of study has a statistically significant impact on their level of study burnout.
While the descriptive data in Table 9 indicates that students in the Center for continuing
Education program reported the highest average level of study burnout, it is crucial to
acknowledge that the subsequent ANOVA analysis (Table 10) demonstrated that the variation in
burnout across the different academic curricula was not statistically significant. Consequently,
despite the observed numerical difference, we cannot definitively conclude, based on this

12
statistical analysis, that the "Center for continuing Education" program systematically results in
higher burnout levels compared to the Elitech, Transnational Education, or Standard Programs.
The apparent elevation in burnout within the "Center for continuing Education" group in this
sample may not reflect a true difference at the population level.

5.2 Comparison with Previous Literature:

The overall finding of significant burnout prevalence aligns with studies conducted
globally and within Vietnam and Asia, confirming that academic burnout is a relevant issue for
HUST students [15]. The observed gender differences [1] and variations by academic year [29]
and major [36] echo findings from various contexts, although specific patterns may differ. The
unique contribution of this study lies in its direct comparison of burnout across HUST's specific
program structures (Standard, Elitech, ......). While research exists on burnout in specific
demanding programs like medicine or engineering [37], this study provides empirical evidence
on how different program models within the same university, each with distinct goals, curricula,
and student populations, relate to burnout levels. The higher burnout observed in academic years
suggests that while these programs aim for excellence, they may inadvertently create
environments with higher inherent stressors that require specific.
5.3 Implications for Practice at HUST
The Student Affairs Department of Hanoi University of Science and Technology plays a
vital role in supporting students holistically. It is responsible for political and ideological
education, administrative management, academic and psychological support, and career
guidance. In collaboration with student organizations, it also promotes extracurricular activities,
contributing to the development of a dynamic, creative, and well-rounded student community
[38].
Moreover, the department is tasked with the comprehensive management and
coordination of student-related activities, including academics, campus life, psychological
counseling, and future career orientation [39]. It develops and implements financial aid policies
such as scholarships and student loans, while offering career counseling and job placement
services. The department also plays a crucial role in addressing student concerns, resolving
complaints, and ensuring efficient administrative procedures [40].
As a communication bridge between students and the university, the department helps to
build a positive, inclusive learning environment that protects students’ rights and supports their
overall development [41]. Importantly, through its psychological support services and student
welfare programs, the department contributes to identifying and mitigating the risks of study
burnout—a growing concern among university students [42]. By providing timely counseling,
promoting a healthy study-life balance, and encouraging participation in extracurricular and
community activities, the department plays an active role in preventing academic stress and
supporting students’ mental health [43]. These efforts are essential to fostering a sustainable,
resilient, and socially responsible student community at the university [44].

13
6. CONCLUSION

This study provides empirical evidence that study burnout is a significant issue among
undergraduate students at Hanoi University of Science and Technology, with notable variations
across different student subgroups. Significant differences in levels of exhaustion, cynicism, and
academic efficacy were found based on academic program, gender, academic major, and
academic year. Particularly, third-year students had the highest study burnout among the years
reviewed, suggesting that the unique demands and pressures of these streams warrant specific
attention. These findings underscore the importance of moving beyond generalized approaches to
student well-being and implementing targeted, context-sensitive support strategies within HUST
to effectively address the diverse challenges faced by its student population and foster a
healthier, more sustainable academic environment. Further research, particularly longitudinal and
qualitative studies, is needed to deepen the understanding of the dynamics of burnout within
HUST's unique educational ecosystem.

References

[1 Maslach, C., Schaufeli, W. B., & Leiter, M. P, "Job burnout," in Annual review of psychology, 2001.
]

[2 J. D. Burton, "Action plan for mental health," 2025. [Online]. Available:

] [Link]

[3 B. e. a. Graves, Gender Differencees in Perceived Stress and Coping among College Students, PloS
] one, 2021.

[4 J. M. e. a. March-Amengual, Psychological Distriss, Burnout, and Academic Performance in First Year

] College Students, International Journal of Environmental Research and Public Health, 2022.

[5 Pongtong Puranitee 1, Siam Saetang, Sutida Sumrithe, Jamiu O Busari, Walther NKA van Mook, Sylvia
] Heeneman, "Exploring burnout and depression of Thai medical students: the psychometric properties
of the Maslach Burnout Inventory," vol. 10, 29 November 2019.

[6 K. K. e. a. Huong Thi Thu Nguyen, "Burnout Study of Clinical Nurses in Vietnam: Development of Job
] Burnout Model Based on Leiter and Maslach's Theory," Mar. 2018. [Online]. Available:
[Link]

[7 T. B. Le, "STEM Education in Vietnam," 2023. [Online]. Available:

] [Link]

[8 Karma Yangdon, Kezang Sherab, Pema Choezom, Sangey Passang, Sonam Deki, "Well-being and
] academic workload: Perceptions of Science and technology students," 2021. [Online]. Available:
[Link]/fulltext/[Link].

14
[9 V. B. Pham, 2024. [Online]. Available: [Link]
]

[1 Dang Thi Minh Tam, Lindy Norris, 2024. [Online]. Available: [Link]
0] [Link].

[1 T. P. o. H. U. o. S. a. Technology), 2021. [Online]. Available:

1] [Link]

[1 Ahsanu Bil Husna, Asyifa Salsabila Rahmi, Nur Ilmya Nugraha Ningrum Irfandi Putri, "Exploring the
2] Root Causes of Burnout Syndrome among College Students: A Systematic Literature Review of
Contributing Factors," 2025.

[1 X. Gao, "Academic stress and academic burnout in adolescents: a moderated mediating model,"
3] 2023.

[1 D. E. Jacobs-Pinson, 2024. [Online]. Available: [Link]

4] burnout/.

[1 W. o. UoPeople, "What Is Academic Burnout?," 2024.

5]

[1 P. Ingham, "Addressing Burnout and Stress in College Healthcare Students and Educators," 2024.
6] [Online]. Available: [Link]

[1 W. B. L. M. P. &. M. C. Schaufeli, 2009. [Online]. Available:

7] [Link]

[1 H. J. Freudenberger, "Staff Burn-Out," Journal of Social Issues, pp. 159-165, 1974.

8]

[1 Linda V. Heinemann, Torsten Heinemann, 1974. [Online]. Available:

9] [Link]
c_Investigation_of_a_Contested_Diagnosis#fullTextFileContent.

[2 B. E. A. Raymond T. Lee, "On the Meaning of Maslach's Three Dimensions of Burnout," January 1991.
0] [Online]. Available:
[Link]
sions_of_Burnout.

[2 B. E. A. Raymond T. Lee, "A Meta-Analytic Examination of the Correlates of the Three Dimensions of
1] Job Burnout," April 1996. [Online]. Available:
[Link]
analytic_examination_of_the_correlates_of_the_three_dimensions_of_job_burnout.

[2 W. B. S. M. L. Christina Maslach, "Job Burnout," February 2001. [Online]. Available:

2] [Link]

[2 R. W. Sue Winstanley, "Anxiety, burnout and coping styles in general hospital staff exposed to

15
3] workplace aggression: A cyclic model of burnout and vulnerability to aggression," October 2002.
[Online]. Available:
[Link]
eral_hospital_staff_exposed_to_workplace_aggression_A_cyclic_model_of_burnout_and_vulnerabili
ty_to_aggression.

[2 Radostina K. Purvanova, John [Link], "Gender differences in burnout: A meta-analysis," 1 Februrary

4] 2010. [Online]. Available:
[Link]

[2 Julia E McMurray 1, Mark Linzer, Thomas R Konrad, Jeffrey Douglas, Richard Shugerman, Kathleen
5] Nelson, "The Work Lives of Women Physicians," June 2000. [Online]. Available:
[Link]

[2 Craig S. Galbraith, Gregory [Link], "Academic and Work-Related Burnout: A Longitudinal Study of
6] Working Undergraduate University Business Students," Journal of College Student Development, vol.
53, no. 3, pp. 453-463, May 2012.

[2 Cinthia Elkins, Kyle P. Plante, Lauren J. Germain, Christopher P. Morley, "Burnout and Depression in
7] MS1 and MS3 Years: A Comparison of Cohorts at One Medical School," 2017. [Online]. Available:
[Link]

[2 Zulfan Zulfan, Eti Poncorini Pamungkasari, Maryani Maryani, "RELATIONSHIP BETWEEN GENDER,
8] STUDY DURATION AND BURNOUT AMONG MEDICAL STUDENTS," Journal Pendidikan Kedokteran
Indonesia, vol. 12, no. 4, pp. 465-475, 2023.

[2 Atifah Othman, Nurulhasni Shaari, Nurulhuda Adabiah Mustafa, Suharmi Ismail, "A Study of
9] Motivation and Burnout among Law, Engineering and Medical Students Undergraduates,"
International Journal of Academic Research in Business and Social Sciences, vol. 14, no. 6, June 2024.

[3 Isha Raju, Arjun Sekhar, "Emotional exhaustion, academic self-efficacy, and career aspiration among,"
0] World Journal of Advanced Research and Reviews, vol. 22, no. 1, pp. 744-750, 2024.

[3 M. Saxena, "Burnout and Attention Failure in STEM: The Role of Self-Control and the Buffer of
1] Mindfulness," 30 July 2024. [Online]. Available:
[Link]

[3 Phoenix T. M. Horrocks, Nathan C. Hall, "Social Support and Motivation in STEM Degree Students:
2] Gender Differences in Relations with Burnout and Academic Success," Interdisciplinary Education and
Psychology, vol. 4, no. 1, p. 1, 2024.

[3 R.A. Bernabeo orcid, S. Dev, K. Webster, "FACTORS THAT LEAD TO STUDENTS’ BURNOUT-
3] DIFFERENCE IN BURNOUT LEVELS AMONG MALE AND FEMALE AVIATION STUDENTS AND OTHER
STUDENTS FROM UNIVERSITIES ACROSS THE U.A.E," July 2020. [Online]. Available:
[Link]

[3 "Hanoi University of Science and Technology," Times Higher Education, 2025. [Online]. Available:
4] [Link]

16
 technology.

[3 "Maslach Burnout Inventory," Wikipedia, 2025. [Online]. Available:

5] [Link]

[3 N. G. D. Minh, "MỐI LIÊN HỆ GIỮA KIỆT SỨC HỌC TẬP VÀ THÀNH TÍCH HỌC TẬP Ở SINH VIÊN
6] TRƯỜNG ĐẠI HỌC CÔNG NGHỆ THÀNH PHỐ HỒ CHÍ MINH," April 2024. [Online]. Available:
[Link]
A_THANH_TICH_HOC_TAP_O_SINH_VIEN_TRUONG_DAI_HOC_CONG_NGHE_THANH_PHO_HO_CHI_
MINH.

[3 Chinh Thi Minh Ha, Huong Thi Nguyen, Hoan Thi Kim Ngo, Trang Thi Do, Duc Hoang Nguyen,
7] "VIETNAMESE STUDENTS' AWARENESS OF MENTAL HEALTH ISSUES AND ACADEMIC BURNOUT,"
ASEAN Journal of Psychiatry, vol. 25, no. 3, pp. 1-11, April 2024.

[3 Xu Liu, Zhao Xiantong, Hugh Starkey, "Ideological and political education in Chinese Universities:
8] structures and practices," Asia Pacific Journal of Education, 2021.

[3 A. Nabegu, "LEVEL COORDINATION IN A UNIVERSITY," Kano University of Science and Technology,

9] 2018. [Online]. Available:
[Link]

[4 Tuan [Link], Jenna [Link], Brent [Link], "The Effects of Grant Aid on Student Persistence and
0] Degree Attainment: A Systematic Review and Meta-Analysis of the Causal Evidence," 23 September
2019. [Online]. Available: [Link]

[4 Dan Gao, Regina [Link], "Students’ Interactions and Communication Skills Towards Their
1] Maximum Learning," International Journal of Education and Humanities, vol. 16, no. 3, 2024.

[4 A. Ciobanu, "The Role of Student Services in the Improving of Student Experience in Higher
2] Education," Procedia - Social and Behavioral Sciences , vol. 92, pp. 169-173, 2013.

[4 Vijender Singh, Akash Kumar, Snehil Gupta , "Mental Health Prevention and Promotion—A Narrative
3] Review," July 2022. [Online]. Available: [Link]

[4 Megan Boston, Desmond Bernie et al, "Community resilience: A multidisciplinary exploration for
4] inclusive strategies and scalable solutions," 2024. [Online]. Available:
[Link]

[4 "The Measurement of Experienced Burnout," 1986. [Online]. Available:

5] [Link]
of_Experienced_Burnout/links/59db6b90458515b9fa49d4ec/The-Measurement-of-Experienced-
[Link].

17