The moderating effect of grit on the relationship between academic stress and academic burnout in high school students

Abstract

The purpose of this study is to examine the moderating effect of Grit on the relationship between academic stress and academic burnout in high school students. For this purpose, data were collected from 215 high school students in Gyeonggi-do, and the research problem was analyzed through hierarchical regression analysis. As a result, first, it was found that the higher the academic stress, the higher all of the sub-variables of academic burnout: incompetence, antipathy, anxiety, exhaustion, and apathy. Second, it was found that the higher the persistence of interest and the steadiness of effort, which are sub-factors of grit, the lower the symptoms of academic burnout in high school students. Third, effort factor showed a moderating effect in the relationship between academic stress and academic burnout. These results suggest that students can reduce or prevent academic burnout if they consistently strive toward their goals even in the stressful situation of their studies.