The Influence of Academic Burnout, Stress Levels, and Social Media Use Intensity on Academic Self-Efficacy Among Adolescents

Adolescence represents a critical developmental stage marked by biological, psychological, and social dynamics. Within the educational context, adolescents often face high academic demands that may trigger stress, academic burnout, and excessive use of social media. This study aims to examine the influence of academic burnout, stress level, and social media usage intensity on academic self-efficacy among students at SMK Negeri 2 Depok Sleman. A total of 72 respondents participated, and data were analyzed using linear regression with SPSS 25 for Windows. The results revealed a constant value of 74.539, a t-value of 4.375 (p = 0.000), an F-value of 0.657, and an R² of 0.028. These findings indicate that the three variables contribute only 2.8% to academic self-efficacy, while 97.2% is influenced by other factors beyond this study. It is concluded that academic burnout, stress level, and social media usage intensity do not have a significant simultaneous effect on adolescents’ academic self-efficacy.