Students’ Academic Burnout and Perceived Satisfaction During Distance Education

Abstract This study aimed to examine the growth trajectories of academic burnout and perceived satisfaction of university students during distance education in Türkiye. It also examined gender and online interaction that might account for students’ differences in the level of academic burnout and perceived satisfaction and in the rate of change. Latent growth analysis was used with three measurements of 397 students. The study revealed that students’ levels of burnout increased over time during distance education, while their perceived levels of satisfaction decreased. The findings suggested that online interaction may support students’ initial levels of satisfaction and burnout; however, it appears insufficient to moderate their longitudinal trajectories of change, buffering against neither the decline in satisfaction nor the increase in burnout over the semester. These patterns were consistent across genders, suggesting that gender-neutral structural interventions may be more broadly effective.