Academic burnout terhadap academic achievement siswa akuntansi: Perspektif teori Stimulus-Organism-Response
DOI:
https://doi.org/10.26740/jupe.v14n3.p326-336Keywords:
Academic Burnout, academic achievement, Stimulus-Organism-Response (SOR) Theory, AccountingAbstract
High levels of academic burnout among accounting students may arise from heavy academic workloads, complex learning materials, and pressure to achieve high academic performance, potentially leading to lower academic achievement. This study examines the effect of academic burnout on the academic achievement of accounting students based on Stimulus-Organism-Response (SOR) Theory. Using a quantitative correlational design, data were collected from 40 Grade 10 and 11 accounting students at SMK Cendika Bangsa through questionnaires and academic records. Data were analyzed using descriptive statistics and simple linear regression. The results show that academic burnout has a negative and significant effect on academic achievement (p = 0.009; β = −0.338). These findings indicate that higher academic burnout is associated with lower academic achievement, highlighting the need for effective workload management and academic support.
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Copyright (c) 2026 Erlyta Garnis Anjarwati, Jessica Ayu Wulandari, Lukluk Mumtaz, Nujmatul Laily, Hesti Damayanti (Author)
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