School burnout across vocational tracks: A comparative study of Indonesian vocational high school students

Tassya Dewi Sartika, Viandita Erika Putri, Zahwa Aulia Azzakiy Hamsyah, Diniy Hidayatur Rahman, Arif Hendro Waluyo

Abstract


School burnout is an important concern in vocational education, where students encounter diverse academic, practical, and competency-based demands. This study examined differences in school burnout across vocational tracks among Grade 11 students at a vocational high school in Indonesia. A quantitative cross-sectional comparative design was employed involving 271 students from Digital Business, Software Engineering, Banking Services, Office Management, and Accounting programs. School burnout was assessed using the nine-item Indonesian version of the School Burnout Inventory. Data were analyzed using descriptive statistics and one-way analysis of variance (ANOVA). The results revealed a significant overall difference in school burnout across vocational tracks, F(4, 266) = 4.28, p = .002, η² = .060. Accounting students showed the highest mean burnout score, whereas Software Engineering students showed the lowest. These findings indicate that school burnout may vary across specialization-based learning contexts within vocational education. The results highlight the importance of differentiated needs assessment and context-sensitive guidance and counseling services that consider the characteristics and demands of different vocational tracks.

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References


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