Knowledge Resource
Research Summary: Metacognitive thinking and academic self-regulation as predictors of academic burnout among university students in Jordan
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 2 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
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.
Why it matters
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.
Key insights
- No statistically significant differences were found in metacognitive thinking, academic self-regulation, or academic burnout based on gender.
- Significant differences in these factors were identified based on the student's year of study.
- Upperclassmen (third- and fourth-year students) demonstrated specific trends related to metacognitive thinking, academic self-regulation, or academic burnout, distinct from lower-year students.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1918844
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- Verification ID
- ASA-EXE-2026-01046
- Version
- v1.0 · r0
- Issued
- 2 October 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Metacognitive thinking and academic self-regulation as predictors of academic burnout among university students in Jordan
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.