THE IMPACT OF WORK STATUS, ADVANTAGEOUSNESS, ENGAGEMENT AND BURNOUT ON THE PERCEIVED ACADEMIC PERFORMANCE OF OPEN DISTANCE ELECTRONIC LEARNING STUDENTS

چکیده

This research aimed to answer three questions arising from a mega open-distance e-learning institution in South Africa. First, is there a significant difference between the levels of engagement and burnout with studies and the perceived academic performance of working and full-time students? Second, is there a significant difference between historically disadvantaged and historically advantaged students and their engagement and burnout with studies and perceived academic performance?  Third, to what extent do study engagement and study burnout predict perceptions of academic performance, controlling for work status? Online and validated questionnaires were used to collect data from 423 respondents. Using a quantitative approach, including t-tests and hierarchical multiple regression, the findings revealed that while working students reported higher levels of study burnout, the gap was small. However, they maintained a positive self-perception of their academic performance. In contrast, full-time students were more engaged in their studies and gave themselves higher performance ratings. Additionally, when work status was controlled, study engagement—rather than study burnout—significantly predicts perceived academic performance. The higher perception of academic performance and greater engagement reported by historically disadvantaged students are noteworthy. By reporting the results, ODeL educators will gain a deeper understanding of students' study habits across diverse backgrounds and the potential impact of study engagement and burnout on academic achievement. It may also assist institutions in (re)structuring their teaching and learning policies. Given the variables and case examined, there is ample scope for further research.

Keywords: work status, study engagement, study burnout, perceived academic performance, open distance electronic learning