Graduation Year


Document Type

Campus Only Senior Thesis



Reader 1

Jennifer Groscup

Reader 2

Jennifer Ma


The issue of academic burnout is becoming more and more prevalent in students as the field of academia becomes more and more competitive. Academic burnout can leave a student feeling depleted of emotional resources, negative, callous, excessively detached, and incompetent. A more holistic approach is necessary for academic success and overall well being of the student. The current study proposes an intervention that targets the population of undergraduate students who were in accelerated curricula in high school and are now exhibiting academic burnout in college. The reasoning for an intervention that is specific to this group is supported by research on the role perfectionism plays on undergraduates’ success as well as the risk factors of academic burnout that have been identified as specific to high school students in advanced curricula. In order to analyze this data, a series of 2x2 mixed model ANOVAs will be used. A total of 9 separate 2x2 mixed model ANOVAs will be run to assess each of the dependent variables evaluated in this research including academic burnout, engagement, adaptive perfectionism, maladaptive perfectionism,avoidance goal orientation, approach goal orientation, positive coping strategies, negative coping strategies, and academic standing.Thus, it is hypothesized that an intervention that incorporates the role of perfectionism on academic burnout in college students will significantly increase student engagement, adaptive perfectionism, positive coping, approach goal orientation, and academic standing and significantly decrease academic burnout, maladaptive perfectionism, negative coping, and avoidance goal orientation from time 1 to time 2 in the experimental group.

This thesis is restricted to the Claremont Colleges current faculty, students, and staff.