The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, ). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (β = 0.18, ). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades.

中文翻译：

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肯尼亚中学生的学业倦怠和学习成绩

该研究考察了肯尼亚背景下中学生的学业倦怠与学业成就之间的关系。数据收集自来自31所公立中学的714名4名学生（相当于12年级）。使用了Maslach倦怠量表学生调查。学业成绩是在期末考试中使用学生的成绩来衡量的。皮尔逊乘积矩系数的相关结果表明，学业倦怠与学业成绩之间存在显着的反比关系（r（712）= -0.24，）。此外，回归分析显示，学术效能显着预测了学术成就（β= 0.18，）。