Investigating physical activity as a buffer against academic burnout in rural academia

Abstract

This study explored the relationship between physical activity engagement and academic burnout among university students in a rural university. A descriptive-correlational research design was employed, involving a sample of tertiary students selected through simple random sampling. Standardized questionnaires were used to assess students' levels of physical activity engagement and academic burnout, including the domains of exhaustion, mental distance, cognitive impairment, emotional impairment, psychological distress, and psychosomatic complaints. Data were analyzed using descriptive statistics and Pearson’s correlation to determine the strength and significance of the relationships. Results revealed that students generally maintained moderate physical activity engagement (46.0%) and experienced moderate to high levels of academic burnout, with the emotional and psychological domains being the most affected (mean = 2.54). Significant negative relationships were observed between physical activity engagement and specific burnout domains, including exhaustion (r =-0.244; p =.002), cognitive impairment (r =-0.195; p =.016), and psychological distress (r =-0.183; p =.024), suggesting a role for physical activity in mitigating burnout symptoms. The findings suggest that lifestyle factors, such as physical activity, can impact students’ academic and psychological well-being, potentially contributing to a healthier educational experience. These insights may guide institutions in developing wellness-oriented strategies to support students. The primary objective of this study was to examine the relationship between students' physical activity engagement and their level of academic burnout.