OVERWORK DAN BURNOUT PADA GENERASI Z MAHASISWA:PERAN STRES AKADEMIK DAN RESILIENSI

Abstract

Generation Z, widely recognized as digital natives, faces substantial academic pressure that contributes to overwork and burnout. This study aims to analyze the relationship between academic overwork and academic burnout among Generation Z university students and to explore the mediating role of academic stress and the moderating role of resilience. Using a quantitative cross-sectional design, the study involved 450 Generation Z students from various universities in Indonesia. Data were collected using questionnaires measuring academic overwork, academic burnout (emotional exhaustion, cynicism, and inefficacy), academic stress, and resilience. Structural Equation Modeling (SEM) analysis showed that academic overwork had a significant positive effect on academic stress (? = 0.45, p < 0.001) and academic burnout (? = 0.38, p < 0.001). Academic stress was found to partially mediate the relationship between overwork and burnout (? = 0.32, p < 0.001). Furthermore, resilience significantly moderated the relationship between academic stress and burnout (? = 0.25, p < 0.01), indicating that higher levels of resilience can reduce the negative impact of academic stress on burnout. These findings highlight the importance of interventions aimed at managing academic workload and strengthening resilience among Generation Z students to prevent burnout. Theoretical and practical implications, as well as research limitations, are discussed comprehensively.