Peran Learning Agility Sebagai Moderator dalam Hubungan Burnout dengan Academic Engagement pada Mahasiswa Pekerja
DOI:
https://doi.org/10.61104/alz.v4i2.4392Keywords:
Burnout Akademik, Learning Agility, Academic Engagement, Mahasiswa Pekerja, Psikologi Pendidikan, Psikologi Industri Organisasi.Abstract
Penelitian ini bertujuan untuk menguji peran Learning Agility sebagai moderator dalam hubungan antara burnout akademik dan Academic Engagement pada mahasiswa pekerja. Mengacu pada Teori Involvement Astin (1999), tingkat keterlibatan mahasiswa ditentukan oleh besarnya investasi waktu, energi, dan perhatian yang diberikan dalam proses akademik. Pada mahasiswa pekerja, tuntutan pekerjaan dapat mengurangi kapasitas tersebut, sehingga meningkatkan risiko burnout akademik dan menurunkan academic engagement. Hasil penelitian menunjukkan bahwa Learning Agility memiliki peran moderasi yang signifikan terhadap hubungan burnout akademik dan Academic Engagement (Estimate = –0,0127; p < 0,001). Mahasiswa dengan tingkat Learning Agility yang lebih tinggi mampu merespons tekanan kerja–kuliah secara adaptif, sehingga dampak negatif burnout akademik terhadap academic engagement menjadi lebih kecil. Hasil penelitian menunjukkan bahwa learning agility berperan signifikan dalam memoderasi hubungan antara burnout akademik dan academic engagement. Temuan ini mengindikasikan pentingnya pengembangan sumber daya personal mahasiswa pekerja dalam menghadapi tekanan peran ganda. Temuan ini menegaskan bahwa Learning Agility merupakan sumber daya psikologis penting yang membantu mahasiswa pekerja mempertahankan keterlibatan akademik meskipun berada dalam kondisi penuh tekanan. Program pengembangan Learning Agility direkomendasikan untuk meningkatkan ketahanan akademik dan mengurangi dampak burnout akademik.
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