BACKGROUND

Excessive study behaviour as a precursor to academic burnout is receiving increasing attention in the research landscape. However, potential risk factors for this behaviour remain largely unconsidered. Against this background, this study, based on the self-esteem model of burnout, examines the risk-increasing influence of academic self-esteem contingency on burnout and extends the empirical research on this topic by investigating the mediating effect of excessive study behaviour. Moreover, it investigates the indirect effect of parental academic negative conditional regard at school age on burnout during university.

METHODS

A serial mediation model was used to analyse the research questions cross-sectionally across a sample of 624 students at German universities. The data was collected in the winter semester 2023/24.

RESULTS

Excessive study behaviour mediated the relationships between academic self-esteem contingency and the burnout dimensions of exhaustion and reduced self-efficacy. Moreover, parental academic negative conditional regard experienced during school age showed indirect effects on exhaustion and cynicism at university.

CONCLUSION

The findings provide empirical support for the self-esteem model of burnout, which posits that burnout occurs as a result of a self-esteem that is contingent upon academic performance and compensatory excessive engagement. Furthermore, this study provides evidence of the long-term negative effects of parental academic negative conditional regard from school through the university years.