Examining the Interplay of Burnout, Academic Procrastination, Academic Performance and GPA Among Nursing Students: Academic performance among Nursing students

Abstract

Background: The current learning system, which employs hybrid learning methods, requires students to adapt and manage their time effectively. Failure to do so may increase the risk of experiencing academic burnout and procrastination.
Purpose: This study aims to explore the relationship between academic burnout, academic procrastination, self-regulated learning, academic performance, and Grade Point Average (GPA) among students.
Methods: A cross-sectional study was conducted with 310 nursing students selected through purposive sampling. The variables examined were academic burnout, academic procrastination, self-regulated learning, academic performance, and GPA. The instruments used included the Self-Regulated Learning Scales, the Maslach Burnout Inventory Student Survey, the Active Procrastination Scale, and the Academic Performance Scale. Statistical analysis was performed using Structural Equation Modeling (SEM) with Partial Least Squares (PLS).
Results: The confirmatory factor analysis of the scales indicated that SRMR=0.125, NFI=0.620, and RMS theta=0.190, suggesting that the model does not meet the criteria for a good fit. The R-square value was 0.481, indicating that self-regulated learning, academic procrastination, and burnout collectively influence academic performance.