Date of Completion

2026

Document Type

Thesis

Degree Name

Bachelor of Science in Physical Therapy

Keywords

Burnout, academic demands, perceived academic workload (PAW), perceived peer support (PPS)

Abstract

Students in health-related programs are at increased risk for burnout due to sustained academic demands. In Rehabilitation Sciences education, perceived academic workload (PAW) is a major contributor to burnout, whereas perceived peer support (PPS) may serve as a protective factor. However, whether PPS mediates the relationship between PAW and burnout risk remains unclear. This study investigated the mediating role of PPS in the relationship between PAW and burnout risk among Rehabilitation Sciences students. Specifically, it determined the prevalence of PAW, PPS, and burnout risk, examined their associations, and assessed the mediating effect of PPS. A cross-sectional correlational design with mediation analysis was conducted among 256 Physical Therapy, Occupational Therapy, and Speech-Language Pathology students selected through proportionate stratified quota sampling. Data were collected using researcher-developed questionnaires for PAW and PPS and the Burnout Assessment Tool–Student version (BAT-S). Descriptive statistics, Spearman’s rho, and Partial Least Squares Structural Equation Modeling were used for data analysis. Most students reported moderate PAW (52.7%) and PPS (52.0%), while 48.4% were at high risk for burnout. PAW was strongly and positively correlated with burnout risk (rs = 0.712, p < 0.001). PPS was negatively associated with burnout risk (rs = -0.326, p < 0.001) but not significantly related to PAW (rs = -0.074, p = 0.238). Mediation analysis showed no significant indirect effect of PAW on burnout risk through PPS (β = 0.00193, p = 0.306). These findings indicate that PAW and PPS independently influence burnout risk, emphasizing the need to reduce academic workload while strengthening peer support systems.

First Advisor

Jelyne Alcantara

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