RESILIENCE AND BURNOUT ASSESSMENT IN MECHANICAL ENGINEERING STUDENTS

Abstract

Mechanical engineering students frequently deal with formidable academic expectations, constant cognitive strain, and competitive surroundings, all of which can culminate in psychological burnout. This study ensures subjective interpretations of burnout and resilience are examined but rather useful for people concerned about burnout, students, mental health and academics are interested in the relationship between both constructs which prompts us to explore how some students endure stressful situations of this nature, while others experience a decline in academic and emotional commitments. Psychometric measures were collected from undergraduate and postgraduate engineering students, namely, the Maslach Burnout Inventory-Student Survey (MBI-SS) and the Connor-Davidson Resilience Scale (CD-RISC), at various institutions. Analysis indicates high emotional exhaustion levels for senior year and higher resilience scores were positively related to higher student engagement. Findings emphasize resilience in mitigating burnout in performance-oriented learning environments. This proposed research identifies chief psychological risk and protective factors that offer implications not only to educators, but to mental health practitioners, curriculum developer etc. to create reflective academic environments and curriculum development for student experiences to aid their psychological well-being.