INVESTIGATING THE INFLUENCE OF ACADEMIC BURNOUT ON GOAL ADJUSTMENT IN WORKING AND NONWORKING UNIVERSITY STUDENTS: MODERATING ROLE OF COPING STRATEGIES

Abstract

This study examined the relationship among Academic Burnout, Coping Strategies and Goal adjustment in working and nonworking University Students. It was hypothesized that there is likely to be a significant relationship among Academic Burnout, Coping Strategies and Goal adjustment in working and nonworking University Students. The correlational research design and purposive sampling technique has been implied and the sample size was (n=200). Students from Kohat University of Science and Technology (KUST) were taken.  For this purpose, Multidimensional assessment of Academic Burnout Scale (ABS), Coping Strategies Scale (CSS) and Goal Adjustment Scale (GAS) were utilized to collect data from participants. Pearson Product Moment Correlation was used to test the relationship between demographics and study variables. Furthermore, Moderation Analysis was used to investigate the moderating role of coping strategies. In an additional analysis, independent sample T-test was used to investigate the significant gender differences between study variables. The findings shows that there was a significant relationship among Academic Burnout, Coping Strategies and Goal adjustment in working and nonworking University Students. The study also depicted those coping strategies played a moderating role in relation between Academic Burnout and Goal Adjustment.