Introduction

Higher education provides a space for students to develop their intellectual, social, and professional abilities. In this environment, academic achievements such as Grade Point Average (GPA) and academic awards are often used as indicators of student success. As a result, a culture of academic competition emerges, encouraging students to continuously improve their performance. While competition can motivate students to achieve better outcomes, the pressure associated with these expectations may also create psychological challenges.

Prolonged academic pressure may lead to academic burnout, a condition characterized by emotional and mental exhaustion caused by continuous academic demands. Students experiencing burnout often show decreased learning motivation and mental fatigue. In addition, social comparison, where students compare their achievements with those of their peers, may intensify these pressures and contribute to feelings of inadequacy. Therefore, this article aims to examine student mental health within the context of academic competition and the factors contributing to academic burnout.

Results and Discussion

The literature review indicates that burnout among university students is closely related to high academic pressure. A heavy workload, demanding class schedules, and expectations to achieve high academic performance often become significant sources of stress. In addition, the tendency toward social comparison, where students compare their achievements with those of their peers, can further influence their psychological well-being, particularly when these comparisons lead to feelings of inadequacy.

Research also shows that students with perfectionistic tendencies are more vulnerable to academic burnout because they tend to set excessively high standards for themselves. As a result, they may find it difficult to feel satisfied with their achievements, which can lead to prolonged pressure and emotional exhaustion.

The impact of burnout is not only reflected in decreased learning motivation but also in students’ overall psychological well-being, including difficulties in concentration, emotional fatigue, and increased anxiety. However, studies suggest that social support from peers, family, and the university environment, as well as access to counseling services, can help reduce the risk of burnout and support students’ mental health.

Conclusion

Academic competition is an inherent part of higher education that can motivate students to achieve better academic performance, but it may also create psychological pressure when not properly managed. The findings indicate that academic pressure, social comparison, and high personal standards are key factors contributing to academic burnoutamong university students, which may lead to decreased learning motivation, emotional exhaustion, and reduced psychological well-being. Therefore, it is important for educational institutions to create supportive academic environments that balance academic achievement with students’ mental health, while students also need to develop strategies to manage academic pressure and maintain positive social support.

References

Agatha, P. A. J., & Pamungkas, H. P. (2024). The influence of the learning environment and social support on academic burnout among university students. Perspektif Pendidikan dan Keguruan, 15(2), 135–144. https://doi.org/10.25299/perspektif.2024.vol15(2).18913 

Fitriani, Y., & Hidayah, N. (2022). The relationship between academic stress and academic burnout among university students during online learning. Jurnal Psikologi Pendidikan dan Konseling, 8(2), 102–110.

Lestari, S., & Wibowo, M. E. (2021). Academic burnout among university students: The role of self-efficacy and social support, 12(1), 24–35.

 

Penulis : Privianda Azahra Puanrani

Editor : Andrea Prita Purnama Ratri