Abstract:
Student dropout is a persistent concern in higher education, particularly in post-conflict
and socio-economically challenged regions such as Sri Lanka’s Northern Province. While academic burnout is a known contributor to dropout intentions, the psychological pathways that link the two remain insufficiently explored. This study investigates the mediating role of loneliness in the relationship between academic burnout and student dropout intention among undergraduates at the University of Jaffna and the University of Vavuniya. The objective was to examine how emotional exhaustion, reduced academic efficacy, and social isolation interact to influence dropout decisions. A quantitative research approach was adopted, using structured questionnaires administered to a sample of 338 students selected through stratified random sampling. Data were analyzed using SPSS 27, employing descriptive statistics, regression, and mediation analysis. Findings revealed that academic burnout significantly predicts dropout intention and that loneliness partially mediates this relationship. Notably, students experiencing burnout reported higher levels of loneliness, which in turn amplified their intention to leave university. These results emphasize the importance of addressing both academic and emotional well-being to improve student retention. The study concludes that interventions targeting loneliness, such as peer support programs, counseling services, and inclusive campus environments, may mitigate the negative effects of burnout and reduce dropout rates. These insights are vital for university administrators, mental health professionals, and policymakers in enhancing student support systems across Sri Lanka’s higher
education sector.
