The Relative Contribution of Digital Self-Efficacy and Academic Burnout in Predicting Psychological Flourishing Among University Students

Abstract

This study explores the relationships between psychological flourishing, digital self-efficacy, and academic burnout. Additionally, to identify any variations based on factors such as gender, year of study, achievement level, and specialization. Lastly, confirm whether digital self-efficacy and academic burnout can predict psychological flourishing. A sample of 550 students from Kafrelsheikh University, Egypt, participated in this research. The data were analyzed using a variety of statistical methods, including correlation tests to examine the relationships between the variables and t-tests to test differences based on demographic factors such as gender, year of study, achievement level, and specialization. Additionally, regression analysis was conducted to assess the predictive relationship between digital self-efficacy and academic burnout with psychological flourishing. The results showed a positive correlation between psychological flourishing and digital self-efficacy but a negative correlation with academic burnout. The study also identified an average level of all three variables. The findings also detected no differences based on gender or specialization. Older students demonstrated high levels of digital self-efficacy and psychological flourishing while showing lower levels of academic burnout compared to younger students. High academic achievers had higher scores in digital self-efficacy and psychological flourishing and lower scores in academic burnout. Lastly, the results showed that digital self-efficacy and academic burnout can predict psychological flourishing. Some suggestions and recommendations were presented.