The Influence of Psychological Strengths, Coping Strategies, And Overall Well-Being in Predicting Academic Engagement and Burnout Among Undergraduate Private University Students Lahore Punjab

Abstract

Positive psychological attributes, such as mindfulness, grit, and adaptability, have been increasingly recognized for their role in promoting mental health and academic success among students. However, the extent to which these traits influence emotional stability and protect against academic burnout remains understudied, particularly in undergraduate populations. This cross-sectional study aimed to address a gap in literature by examining the impact of positive psychological attributes on emotional stability, and academic burnout among undergraduate students. A sample of 275 undergraduate students from various disciplines across two public and two private universities in Lahore, Pakistan, completed validated self-report questionnaire. Data were analyzed employing descriptive statistics and structural equation modeling (PLS-SEM). Study findings showed that positive psychological attributes has significant associations with higher emotional stability and lower levels of academic burnout. Specifically, mindfulness and grit emerged as the strongest predictors of reduced academic burnout. Additionally, emotional stability partially mediated the relationship between positive psychological traits and academic burnout, highlighting its critical role in student well-being. These findings not only enrich the theoretical understanding of psychological resilience in academic contexts but also offer practical implications. Specifically, they suggest that enhancing emotional stability could be an effective strategy to reduce academic burnout and improve students’ sense of personal accomplishment. These insights hold implications for educational policies and mental health promotion programs in higher education settings.