Evaluation of Loneliness, Social Self-efficacy, and Burnout Relationship among Islamic University Students

Abstract

This study examines the impact of loneliness-related online learning on students during emergency remote teaching. Specifically, this study aims to: (1) evaluate the consistency between times of loneliness, burnout, and social self-efficacy, (2) examine the differences in the three measurements based on gender, and (3) examine the detrimental effects of loneliness on burnout and social self-efficacy of students at two Islamic state universities. Using a short-term longitudinal study design involving 237 students from two state Islamic universities. Data were analyzed using descriptive, comparative, correlation, and regression to test the proposed model. The results showed that loneliness and burnout at one point in time could consistently predict loneliness and burnout in the future. The comparative test results found differences in loneliness, burnout, and social self-efficacy based on gender, giving mixed results: significant differences were only found in loneliness (T2) and burnout (T2). Finally, there was no significant difference in social self-efficacy between male and female students at the two-time points.

Reciprocal Relationship between Subjective Well-Being, Social Media Engagement and Compulsive Buying Behavior

“…Secondly, considering that the study participants were working students facing challenges in balancing personal satisfaction activities with academic and work responsibilities, universities should tailor support services to meet the unique needs of this demographic. Implementing strategies that promote personal well-being, such as incorporating blended learning approaches to reduce student burnout (Hendryadi et al, 2022;Ramli et al, 2023), can be beneficial in enhancing the overall academic experience and mental health of working students. Lastly, collaboration between universities and workplaces is essential in raising awareness about the negative impacts of excessive social media usage.…”

Perceptions of Classroom Interactions and Students’ Thriving in Hybrid and Blended Learning: A Multi-Group Analysis

“…Since online learning often has problems related to communication due to poor networking (Cahyadi et al, 2021), the quality of interaction between students and teachers in the blended method also needs to be considered. Third, researchers generally only focus on learning engagement, loneliness, and motivation (Hendryadi et al, 2022;Heo et al, 2022;Mizani et al, 2022) when studying online learning, so they ignore another important factor, namely thriving in class. Thriving is a process of adapting to various situations, including physical, psychological, and social, which leads to personal growth as a fundamental human ability to continue to develop (Kleine et al, 2019).…”