Social Anxiety and Academic Burnout as Predictors of School Avoidance Behavior

Objective: This study aimed to examine the predictive roles of social anxiety and academic burnout in explaining school avoidance behavior among high school students. Methods and Materials: A correlational descriptive research design was employed, involving 392 high school students from various public and private schools in Peru. The participants were selected based on Morgan and Krejcie’s sample size determination table. Standardized self-report instruments were used to measure social anxiety, academic burnout, and school avoidance behavior. Data analysis was conducted using SPSS version 27. Descriptive statistics were computed, followed by Pearson correlation analysis to assess bivariate relationships and multiple linear regression to determine the combined predictive power of the independent variables on school avoidance behavior. Findings: Results indicated that both social anxiety (r = .48, p < .01) and academic burnout (r = .61, p < .01) were positively and significantly correlated with school avoidance behavior. The regression model was significant, F(2, 389) = 153.72, p < .001, and explained 44% of the variance in school avoidance behavior (R² = .44). Both social anxiety (β = .31, p < .001) and academic burnout (β = .49, p < .001) emerged as significant predictors, with academic burnout exerting a stronger effect. Conclusion: The findings highlight the crucial role of emotional and psychological factors in predicting school avoidance among adolescents. Academic burnout, more than social anxiety, was identified as the dominant predictor, underscoring the need for educational policies and interventions that address emotional exhaustion and academic stress to reduce absenteeism and disengagement in schools.