Metacognitive thinking and academic self-regulation as predictors of academic burnout among university students in Jordan

A study conducted among 631 undergraduate students in Jordan investigated the relationship between metacognitive thinking, academic self-regulation, and academic burnout. The research utilized validated scales and statistical analyses, revealing that while gender did not significantly influence these factors, the year of study did. Specifically, upperclassmen (third- and fourth-year students) exhibited distinct patterns compared to earlier years, although the specific nature of these differences for all variables was not detailed in the provided summary.

Understanding the predictors of academic burnout and the role of cognitive processes like metacognition and self-regulation is critical for optimizing educational outcomes and student well-being. These findings can inform strategies to enhance student resilience and academic success, particularly in higher education environments, by identifying vulnerable groups and areas for intervention.

No statistically significant differences were found in metacognitive thinking, academic self-regulation, or academic burnout based on gender.

Forward consideration, not a verified fact.