BURNOUT, WORK ENGAGEMENT, AND PERCEIVED ACADEMIC PERFORMANCE: AN ORGANIZATIONAL BEHAVIOR CASE STUDY IN A PUBLIC-SECTOR UNIVERSITY OF PAKISTAN

Abstract

This study examined the relationships among burnout, work engagement, and perceived academic performance among university students in a public-sector institution located in southern Khyber Pakhtunkhwa, Pakistan. Guided by the Job Demands–Resources and Study Demands–Resources frameworks, the study conceptualized burnout as a psychological demand-related outcome, work engagement as a key motivational resource, and academic performance as an organizationally relevant student outcome. Using a cross-sectional population-based case study design, data were collected from 974 students, of whom 786 provided fully complete questionnaires. Burnout was assessed using the Copenhagen Burnout Inventory, engagement using the Utrecht Work Engagement Scale–Student Version, and academic performance using a perceived academic achievement rating scale. Descriptive analyses indicated moderate burnout levels and relatively high engagement among respondents, with all measures demonstrating strong internal reliability. Correlation analyses showed that burnout was negatively associated with both work engagement and academic performance, while work engagement was positively associated with academic performance. Regression analyses further confirmed these relationships, with burnout significantly predicting lower engagement (β = –0.54) and poorer academic performance (β = –0.33), and engagement significantly predicting higher academic performance (β = 0.44). Mediation testing using PROCESS Model 4 revealed a significant indirect effect, indicating that work engagement partially mediated the relationship between burnout and academic performance. These findings highlight the central role of engagement in shaping students’ academic functioning and underscore burnout as a critical risk factor within resource-constrained public-sector universities. The study provides evidence-based direction for designing psychological and organizational interventions to enhance student well-being and academic success in higher education contexts in Pakistan.