Chapter 4
Chapter 4
Chapter 4
Student Name
Zaman Chaudhry
Noor Fatima
Ayesha Kainaat
Registration Number
BSPS-023R20-18
Department Of Psychology
Chapter 1
Introduction
2
In recent years, many academic crises among university students have received widespread
attention due to their negative impact on education and overall health. In this context, the role of
narcissistic traits has emerged as a potential influencing factor in the experience of burnout. The
purpose of this study was to examine the relationship between narcissistic behavior and academic
stress among college students and to understand the importance of understanding how the
behavior relates to higher education issues. By exploring this relationship, research attempts to
uncover mechanisms by which narcissistic behavior may increase or decrease academic stress.
These insights have important implications for designing intervention plans and supportive
strategies designed to improve student health and academic success. By fully evaluating these
variables, this study attempts to gain a broader understanding of the psychological factors that
exhaustion, cynicism, and reduced academic efficacy (Schaufeli et al., 2002). It not only affects
students' mental and physical well-being but also detrimentally impacts their academic
Simultaneously, researchers have begun to explore the role of personality traits in shaping
individuals' experiences and reactions to stressors, including those encountered within the
academic environment. One personality trait that has garnered significant attention in this regard is
entitlement, a constant need for admiration, and a lack of empathy (American Psychiatric
Association, 2013).
3
Previous studies have examined the relationship between narcissism and various negative
academic settings (Brunell et al., 2008; Coker et al., 2017). However, the specific association
between narcissistic traits and academic burnout among university students remains relatively
unexplored.
Understanding the potential link between narcissistic traits and academic burnout is crucial
for several reasons. Firstly, narcissistic individuals often exhibit maladaptive coping strategies and
difficulty in handling stressors (Besser & Priel, 2010). These tendencies may exacerbate the
experience of burnout when faced with the academic demands and pressures inherent in university
life. Secondly, narcissistic traits may influence how individuals perceive and respond to feedback,
criticism, and academic setbacks, which are common triggers for burnout (Zhang & Zyphur,
2015).
Moreover, studying the role of narcissism in academic burnout aligns with broader efforts
experiencing burnout due to narcissistic tendencies, educators and mental health professionals can
develop targeted interventions and support mechanisms to mitigate the negative consequences and
this research aims to investigate the relationship between narcissism and various dimensions of
In recent years, there has been a growing concern about the prevalence of academic
exhaustion, cynicism, and reduced academic efficacy (Schaufeli et al., 2002). It not only affects
students' mental and physical well-being but also detrimentally impacts their academic
Simultaneously, researchers have begun to explore the role of personality traits in shaping
individuals' experiences and reactions to stressors, including those encountered within the
academic environment. One personality trait that has garnered significant attention in this regard is
entitlement, a constant need for admiration, and a lack of empathy (American Psychiatric
Association, 2013).
Previous studies have examined the relationship between narcissism and various negative
academic settings (Brunell et al., 2008; Coker et al., 2017). However, the specific association
between narcissistic traits and academic burnout among university students remains relatively
unexplored.
Understanding the potential link between narcissistic traits and academic burnout is crucial
for several reasons. Firstly, narcissistic individuals often exhibit maladaptive coping strategies and
difficulty in handling stressors (Besser & Priel, 2010). These tendencies may exacerbate the
experience of burnout when faced with the academic demands and pressures inherent in university
life. Secondly, narcissistic traits may influence how individuals perceive and respond to feedback,
criticism, and academic setbacks, which are common triggers for burnout (Zhang & Zyphur,
2015).
Moreover, studying the role of narcissism in academic burnout aligns with broader efforts
experiencing burnout due to narcissistic tendencies, educators and mental health professionals can
develop targeted interventions and support mechanisms to mitigate the negative consequences and
this research aims to investigate the relationship between narcissism and academic burnout among
university students.
In summary, this study seeks to contribute to the existing literature by elucidating the
complex interplay between narcissistic traits and academic burnout among university students. By
identifying the specific mechanisms through which narcissism influences the experience of
burnout, this research aims to inform the development of targeted interventions and support
services aimed at promoting student well-being and academic success in higher education.
To achieve the objectives of this study, we used validated measures such as the Narcissistic
Personality Inventory (NPI) (Raskin & Terry, 1988), while academic burnout will be measured
using established scales such as the Maslach Burnout Inventory-Student Survey (MBI-SS)
The NPI is utilized to measure narcissistic traits, capturing dimensions such as grandiosity,
entitlement, and admiration seeking. Participants will respond to a series of items assessing their
agreement with statements reflecting narcissistic tendencies, such as "I am superior to others" and
"I deserve special treatment." Scores on the NPI will provide quantitative indicators of
participants' levels of narcissism, which will then be analyzed in relation to scores on the MBI-SS
The MBI-SS, a widely used instrument for assessing burnout in student populations,
comprises three subscales corresponding to the dimensions of burnout: exhaustion, cynicism, and
reduced academic efficacy. Participants will rate the frequency with which they experience
symptoms of burnout, such as feeling emotionally drained, detached from academic work, and
ineffective in their academic pursuits. Scores on each subscale will be computed to assess the
In summary, this research endeavors to shed light on the complex interplay between
narcissistic traits and academic burnout among university students. this study seeks to provide
valuable insights that can inform the development of targeted interventions and support services
To ensure the reliability and validity of the findings, several methodological considerations
are implemented. Firstly, participants are recruited from diverse academic disciplines and
demographic backgrounds to enhance the generalizability of the results (Smith et al., 2018). We
target a large sample to increase statistical power and allow for subgroup analyses based on
relevant variables such as gender, age, and academic major (Creswell & Creswell, 2017).
Ethical guidelines for research involving human participants are strictly adhered to
throughout the study. Informed consent is obtained from all participants, and their confidentiality
and anonymity is secured (American Psychological Association, 2017). Participants are informed
of their right to withdraw from the study at any time without repercussions.
Qualitative data analysis follows a rigorous process of thematic coding, wherein transcripts
of the interviews are systematically coded and analyzed to identify emergent themes and patterns
(Braun & Clarke, 2019). The coding process is conducted independently by two researchers to
enhance the reliability of the findings, with discrepancies being resolved through discussion and
consensus.
convergent, complementary, or dissonant results from both data sources will be examined to
provide a comprehensive understanding of the research questions (Flick, 2018). This integrated
approach enables the identification of overarching themes and subthemes that elucidate the
The findings of this study have implications for both research and practice in the fields of
psychology, education, and student support services. By elucidating the mechanisms through
which narcissistic traits influence the experience of academic burnout, this research contributes to
identification of modifiable factors that mediate or moderate the relationship between narcissism
and burnout informs the development of targeted interventions aimed at mitigating the negative
narcissistic traits in academic burnout among university students. By qualitative findings, this
research aims to provide a nuanced understanding of the complex interplay between personality
Problem Statement
university students' well-being and academic success (Schaufeli et al., 2002), there remains a
significant gap in understanding the role of narcissistic traits in shaping the experience of
burnout in higher education settings. While narcissism has been extensively studied in various
2008; Coker et al., 2017), its specific influence on academic burnout among university students
experiencing burnout due to their perfectionistic tendencies, high achievement orientation, and
difficulty in handling criticism or setbacks (Besser & Priel, 2010). However, empirical evidence
Moreover, studies that have examined the relationship between narcissism and burnout have
primarily focused on occupational settings rather than academic environments (O'Connor et al.,
2007; Wasti et al., 2008). The transferability of findings from these studies to the academic
domain is uncertain due to the unique stressors and dynamics inherent in educational settings.
This gap in knowledge poses significant implications for student well-being and academic
burnout is crucial for developing targeted interventions and support services. By elucidating the
complex interplay between narcissistic traits and academic burnout, this research seeks to
address this gap and provide valuable insights for educators, mental health professionals, and
Therefore, the problem statement of this research is to investigate the relationship between
narcissistic traits and academic burnout among university students, with the aim of understanding
how narcissism influences students' experiences of exhaustion, cynicism, and reduced academic
efficacy, and identifying factors that may mitigate or exacerbate the impact of narcissistic
This study, which investigates the role of negative attitudes in college student burnout,
personality trait such as narcissism affects the experience of burnout can shed light on many
Findings from this study may help identify students who may be particularly vulnerable
to exposure to violence in education due to their negative thoughts. Such analyzes lead to early
intervention strategies to prevent or reduce the negative effects of burnout on student health and
academic achievement.
Conclusions
Information obtained from this study may inform the development of intervention plans
for students with disruptive behaviors. Risks of learning bias. By tailoring interventions to
Colleges and universities can use the results of this study to improve their student
support programs. By understanding the relationship between narcissistic behavior and academic
stress, schools can take important steps to develop a supportive learning environment and
This study also deepens the understanding of the relationship between negative attitudes and
academic stress, positive attitudes and mental health in the educational context. This research
expands our understanding of the interplay between self and environment in shaping student
Overall, the results of this study have the potential to inform research and education. Practices in
psychology, education, and student services that ultimately improve the psychology and learning
of college students.
Research Objectives
• To find out relationship between narcissistic traits and academic burnout among university
students.
• To find out the impact of Narcissistic traits in academic burnout among university
student's
• To find out the Demographic differences ( gender ) in terms of Narcistic traits and
academic burnout
Research Question
• Is there a relationship between narcissistic traits and academic burnout among university
students.
• Is there an impact of Narcissistic traits in academic burnout among university students ?
• Is there some Demographic differences ( gender ) in terms of narcissistic traits and
academic burnout
Research Hypothesis:
• There would be a significant positive relationship between narcissistic traits and academic
burnout among university students.
• There would be a impact of Narcissistic traits in academic burnout among university
student's
• There would be a Demographic differences ( gender ) in terms of Narcistic traits and
academic burnout
11
Literature Review
personal accomplishment (Maslach & Jackson, 1981), has become a growing concern among
academic burnout, ranging from workload and academic pressure to personal characteristics and
psychological factors. One such psychological trait that has garnered attention in recent years is
narcissism.
Narcissism, deriving its name from the Greek myth of Narcissus, embodies a
complex array of personality traits that have captivated researchers and clinicians for decades. It
constant need for admiration, and a lack of empathy, which typically begins in early adulthood
or abilities (Twenge & Campbell, 2009). This inflated self-view not only fuels their sense of
superiority but also engenders expectations of special treatment and entitlement, leading them to
believe they deserve privileges and recognition that others do not (APA, 2013).
interpersonal interactions. They seek constant validation and approval from others to bolster
their fragile self-esteem and reinforce their desired self-image (Bushman & Baumeister, 1998).
This pursuit often drives them to engage in self-promotion tactics, such as boasting about
accomplishments or seeking out situations where they can be the center of attention (Twenge &
12
Campbell, 2009). Consequently, they may struggle to form genuine connections with others, as
relationships become transactional, serving primarily as a means to fulfill their need for
The lack of empathy is another hallmark feature of narcissism, where individuals struggle to
recognize or relate to the emotions and experiences of others. This empathic deficit can manifest
in various ways, ranging from indifference to the suffering of others to outright exploitation of
interpersonal relationships for personal gain (Twenge & Campbell, 2009). Narcissistic
individuals often prioritize their own needs and desires over those of others, demonstrating a
profound disregard for the feelings and well-being of those around them (Bushman &
Baumeister, 1998).
grandiosity, entitlement, a constant need for admiration, and a lack of empathy. These
academic experiences and outcomes. Within the realm of academia, narcissistic individuals
often exhibit behaviors and attitudes that reflect their overarching personality tendencies,
thereby impacting their interactions with peers, educators, and the learning process itself.
self-perceptions and aspirations. Narcissistic students may project an exaggerated sense of their
talented within the academic domain (Krizan & Johar, 2012). Consequently, they may seek
13
participation in class discussions, or leadership roles within student organizations (Twenge &
Campbell, 2009).
Moreover, the sense of entitlement intrinsic to narcissism often permeates academic contexts,
leading narcissistic students to expect preferential treatment and recognition from educators and
peers alike (Krizan & Johar, 2012). They may express dissatisfaction or frustration when their
expectations are not met, viewing academic pursuits as avenues for personal validation rather
than opportunities for growth and learning (Twenge & Campbell, 2009). This entitlement-driven
mindset can impede collaborative efforts and foster an environment of competition and
prominently within educational settings. They may engage in self-promotion tactics, such as
boasting about academic achievements or seeking out opportunities for public recognition, to
bolster their fragile self-esteem and maintain their desired self-image (Bergman et al., 2018).
This self-centered focus often detracts from genuine engagement with course material and
The lack of empathy characteristic of narcissism also has implications for students' interpersonal
with the perspectives and experiences of their peers, viewing interpersonal interactions primarily
Consequently, they may exhibit behaviors that undermine collaboration and cooperation, such as
manipulation, deceit, or disregard for others' feelings and needs (Bushman & Baumeister, 1998).
Academic Burnout
resulting from prolonged exposure to academic stressors and demands (Maslach et al., 2001). It
stressors (Maslach et al., 2001). Students experiencing emotional exhaustion often report
persistent feelings of fatigue, irritability, and a sense of being emotionally drained, making it
challenging to sustain motivation and engagement in academic activities (Schaufeli et al., 2002).
This exhaustion may result from a myriad of factors, including heavy workloads, academic
pressure, and a lack of adequate coping resources, ultimately undermining students' well-being
attitude towards academic tasks, instructors, and peers (Maslach et al., 2001). Students
experiencing depersonalization may adopt a disengaged and apathetic stance towards their
academic responsibilities, viewing coursework and interactions with educators and peers as
burdensome or inconsequential (Schaufeli et al., 2002). This detachment can erode students'
sense of connectedness and belonging within the academic community, exacerbating feelings of
Reduced personal accomplishment, the final dimension of academic burnout, reflects students'
perceptions of inadequacy and ineffectiveness in their academic pursuits (Maslach et al., 2001).
Individuals experiencing reduced personal accomplishment may perceive their efforts as futile
This pervasive sense of inefficacy can diminish students' self-esteem and motivation,
The interplay of these three dimensions contributes to students' overall experiences of academic
educational outcomes. Left unaddressed, academic burnout can have profound implications for
students' mental health, contributing to symptoms of anxiety, depression, and even dropout from
accomplishment. Recognizing the signs and symptoms of burnout is essential for educators,
academic burnout among university students is essential for elucidating the underlying
associated with both constructs. Research has increasingly focused on exploring the nuanced
interplay between narcissism and academic burnout, shedding light on the complex dynamics
contexts.
16
Several studies have documented a positive association between narcissistic traits and various
reduced personal accomplishment (Kaur & Sambasivan, 2018; Lee et al., 2020). Narcissistic
admiration, may be particularly susceptible to experiencing burnout due to the inherent stressors
and pressures associated with maintaining their desired self-image and seeking external
validation.
One potential mechanism underlying the relationship between narcissism and academic burnout
(Brummelman et al., 2016). Narcissistic students, driven by their need for validation and
admiration, may perceive academic setbacks and challenges as threats to their self-esteem and
identity, leading to increased levels of stress and emotional exhaustion (Kaur & Sambasivan,
2018). Consequently, they may adopt maladaptive coping strategies, such as avoidance or
denial, which further exacerbate feelings of burnout and undermine their academic performance.
their self-centered focus and lack of empathy, may struggle to form meaningful connections
with peers and educators, leading to feelings of isolation and alienation (Bushman &
Baumeister, 1998). This social disconnection can exacerbate students' experiences of burnout, as
they lack the social support and resources necessary to cope effectively with academic stressors.
Furthermore, the pursuit of perfectionism and achievement inherent to narcissism may fuel
students' experiences of burnout, as they strive to meet unrealistic standards and expectations
(Twenge & Campbell, 2009). Narcissistic individuals may engage in relentless self-criticism and
self-doubt when they perceive themselves as falling short of their own impossibly high
17
standards, leading to feelings of inadequacy and reduced personal accomplishment (Lee et al.,
2020).
In summary, the relationship between narcissism and academic burnout is complex and
Recognizing the interplay between narcissistic traits and burnout is essential for developing
targeted interventions aimed at promoting students' well-being and fostering a supportive and
narcissistic traits and academic burnout is crucial for elucidating the complex interplay between
have identified several key mechanisms through which narcissism may contribute to students'
experiences of burnout, shedding light on the nuanced processes that shape students'
One fundamental mechanism underlying the relationship between narcissism and academic
burnout is the heightened vulnerability to stress and negative affect among narcissistic
individuals (Kaur & Sambasivan, 2018). Narcissistic students, characterized by their grandiose
selfperceptions and fragile self-esteem, may be particularly sensitive to academic stressors and
setbacks, perceiving them as threats to their self-image and identity (Twenge & Campbell,
2009). Consequently, they may experience heightened levels of emotional exhaustion and
experiences of burnout by fostering unrealistic standards and expectations (Lee et al., 2020).
Narcissistic individuals, driven by their need for perfection and achievement, may adopt a
relentless pursuit of academic success, often at the expense of their well-being and mental health
18
(Twenge & Campbell, 2009). This perfectionistic mindset can fuel feelings of inadequacy and
self-centered focus and lack of empathy, may struggle to form meaningful connections with
peers and educators, leading to feelings of social isolation and alienation (Twenge & Campbell,
2009). This social disconnection can exacerbate students' experiences of burnout, as they lack
the relational resources necessary to cope effectively with academic stressors and challenges.
perpetuate and exacerbate burnout symptoms over time (Kaur & Sambasivan, 2018).
Narcissistic students, confronted with academic stressors and setbacks, may resort to avoidance
or denial as coping mechanisms, rather than seeking out adaptive solutions or social support
(Twenge & Campbell, 2009). This avoidance-based coping style can prolong students'
experiences of burnout, as they fail to address the underlying sources of stress and distress
In summary, the mechanisms underlying the relationship between narcissistic traits and
academic burnout are multifaceted and dynamic, encompassing individual, interpersonal, and
educational settings.
academic burnout among university students is crucial for informing the development and
success. Researchers and practitioners alike have emphasized the importance of adopting a
One key implication for intervention is the importance of early identification and screening of
students at risk for experiencing academic burnout due to narcissistic traits (Bergman et al.,
2018). By recognizing the signs and symptoms of narcissism and burnout among students,
educators and mental health professionals can implement targeted screening measures and
assessment tools to identify individuals in need of support and intervention (Twenge &
Campbell, 2009). Early intervention can prevent the escalation of burnout symptoms and
Moreover, interventions aimed at addressing narcissistic traits and maladaptive coping strategies
can play a crucial role in mitigating students' experiences of burnout and promoting adaptive
shown promise in targeting underlying mechanisms associated with narcissism and burnout,
such as perfectionism, emotional regulation, and interpersonal skills (Kaur & Sambasivan, 2018;
Lee et al., 2020). These interventions can empower students to develop more adaptive coping
strategies, enhance resilience, and foster healthier interpersonal relationships within academic
settings.
promoting students' psychological well-being and academic engagement (Bergman et al., 2018).
collaborative learning, providing mentorship and guidance, and cultivating a culture of empathy
development (Twenge & Campbell, 2009). By fostering a sense of belonging and community
20
within educational settings, institutions can reduce feelings of social isolation and alienation
Additionally, promoting self-awareness and self-reflection among students can facilitate their
recognition and management of narcissistic tendencies and burnout symptoms (Bergman et al.,
2018). Psychoeducational interventions and self-help resources can empower students to explore
and understand the underlying factors contributing to their experiences of distress and
disengagement, enabling them to develop proactive strategies for self-care and stress
interventions aimed at enhancing students' self-awareness can empower them to take ownership
comprehensive and proactive approach to addressing the relationship between narcissistic traits
and academic burnout among university students. By implementing targeted interventions that
address individual-level factors, foster a supportive learning environment, and promote students'
self-awareness and resilience, educators and mental health professionals can mitigate the
negative consequences associated with narcissism and burnout, ultimately enhancing students'
Narcissistic traits:
disorder, including grandiosity, entitlement, a lack of empathy, and a constant need for
admiration (American Psychiatric Association, 2013). These traits can manifest in various
behaviors and attitudes, impacting individuals' interactions with others and their environment.
Academic burnout:
21
and overwhelming academic demands (Maslach et al., 2001). It is often accompanied by a sense
Research Methodology
Research Design
This research aims to explore how narcissistic traits intersect with academic burnout
among university students, with the goal of informing targeted interventions and support services
for student well-being and success. To ensure the trustworthiness of the results, several
methodological considerations are taken into account.Firstly, participants are recruited from
diverse academic disciplines and demographic backgrounds to improve the generalizability of the
findings. A large sample size is targeted to increase statistical power and enable subgroup
analyses based on relevant variables such as gender, age, Ethical guidelines for research involving
human participants are strictly followed, including obtaining informed consent, ensuring
confidentiality and anonymity, and allowing participants to withdraw from the study at any time
Population
Population included the total students of Institute of Southern Punjab, Multan which were
almost 6000 active students. The whole sample contains students who are enrolled in graduate
Sample
The sample was calculated by the statistical formula presented by Morgan and Krejcie in 1970.
It's commonly used to determine the sample size needed for a research study. The formula takes
into account the population size, desired level of confidence, and margin of error. The formula is
as following:
X2: refers to the chi-square table value for one-degree freedom at the desired level of confidence.
P: refers to the proportion of the population (assumed to be 0.50 since this would provide the
S=3110.4/15.51
S=200
Research Instrument
In accordance with the research topic, two types of research instruments are used which
are:
• N.P.I-16
• Burnout Scale
23
N.P.I-16
tool designed to measure narcissistic personality traits. Developed by Raskin and Terry in 1988, it
originally consisted of 40 items. However, a shortened version, the NPI-16, was later created by
The NPI-16 assesses various aspects of narcissism, including grandiosity, entitlement, and self-
centeredness. Respondents are presented with pairs of statements and are asked to indicate which
statement in each pair comes closest to describing their feelings and beliefs about themselves.
Responses consistent with narcissism are typically indicated by statements reflecting grandiosity,
a sense of entitlement, a desire for attention and admiration, and a lack of empathy for others. For
example, statements such as "I really like to be the center of attention" or "I insist upon getting
Scores on the NPI-16 are computed by tallying the number of responses consistent with
narcissism out of the total number of items, with higher scores indicating higher levels of
narcissistic traits. The scale provides a brief yet reliable measure of narcissism, allowing
The NPI and its shortened versions are commonly used in both research and clinical settings to
better understand narcissistic personality characteristics and their impact on various aspects of
individuals' lives, including relationships, work, and mental health. However, it's essential to
interpret scores within the context of other assessment measures and clinical judgment, as
narcissism exists on a spectrum, and not all individuals who score high on the NPI will
Burnout scale
The scale typically consists of a set of statements designed to capture various aspects of
1. Exhaustion: Statements related to feeling tired, drained, and lacking energy due to
academic demands. Example: "There are days when I feel tired before I arrive in class or
start studying."
negative about academic tasks. Example: "It happens more and more often that I talk
Scoring the scale involves participants indicating their level of agreement with each statement,
typically on a Likert scale ranging from Strongly Disagree to Strongly Agree. For some
The overall score is calculated by summing up the scores of all items, with higher scores
indicating higher levels of academic burnout. Researchers and educators use this scale to identify
students who may be experiencing burnout and to design interventions to support them.
The Academic Burnout Scale Student Survey helps researchers and educators understand the
prevalence and severity of burnout among students, allowing them to develop strategies to
mitigate its impact and promote student well-being and academic success.
To score the Academic Burnout Scale Student Survey, participants typically rate their
1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
Narcissistic Traits:
narcissism, including grandiosity, entitlement, a constant need for admiration, and a lack of
empathy for others (Ames, Rose, & Anderson, 2006; Raskin & Terry, 1988).
Academic Burnout:
exhaustion resulting from prolonged stress related to academic work or study. It includes
symptoms such as cynicism, detachment from studies, reduced academic performance, and
emotional exhaustion (Maslach, Schaufeli, & Leiter, 2001; Salmela-Aro & Upadyaya, 2014).
Narcissistic Traits:
For operational purposes, narcissistic traits can be assessed using the Narcissistic
Academic Burnout:
Academic burnout can be operationalized using established scales such as the Maslach
These scales assess dimensions of burnout including emotional exhaustion, cynicism, and reduced
professional efficacy in the academic context (Maslach, Jackson, & Leiter, 1996; Kristensen et
al., 2005).
Research Procedure
The steps that were taken for data collection was to make the forms first. The form was
made online that is, Google form and in the hard form as well. Form consisted of the important
demographic variables and the other two variables’ questionnaires. The introductory part of the
form consisted of the procedure of research and explanation of its significance. It was followed by
the consent form as well which included the willingness of the participants, their confidentiality
and most importantly how their honest responses are significance for the findings of the study.
The respondents were informed of the study's ethical codes and considerations as well. The total
items were 33 (including both questionnaires) and it took total of 15 to 20 minutes to complete
the survey.
Data Analysis
The whole data collected from the students was ready to be input and analysed. For that,
IBM SPSS version 29.0 was used for statistical analysis. Following statistical operations were
conducted:
27
the data collected. This typically includes measures such as mean, median, mode, standard
deviation, range, and frequency distributions for each variable in the study. Descriptive
Cronbach's alpha coefficient, which indicates the extent to which the items in a scale
measure the same underlying construct. A high Cronbach's alpha suggests that the items
between variables. Correlation analysis helps in understanding how variables are related
to each other.
dependent variable and one or more independent variables. It helps in predicting the value
of the dependent variable based on the values of the independent variables. Regression
analysis can provide insights into which independent variables significantly predict the
• Independent Sample T-test: The independent sample t-test compares the means
between them on a continuous dependent variable. This test is often used to compare the
By conducting these statistical operations, you have systematically analyzed the data
collected from the students and gained valuable insights into the relationships
Chapter 4
Results
• In this chapter, result analysis has been shown in the form of tables for the
present study. This study aims to see is there a relationship between narcissistic traits and
academic burnout among university students? To check the results of the data collected,
analysis was run via SPSS 26 software. The analysis were as following:
Table No. 01
N = 200
at the 0.01 level (2-tailed), as indicated by the double asterisks (**) and the p-value of less
than 0.001.
30
In summary:
BURNOUT.
Table No. 02
N = 200
o NR = 0.280: This is the slope of the regression line, indicating that for each one-
Sig. = 0.000: The p-value for the NR coefficient is less than 0.001, indicating that the
Conclusion
Yes, there is a significant impact of NR on BURNOUT. The regression analysis shows that NR is
BURNOUT. The relationship is positive, meaning that as NR increases, BURNOUT also tends to
increase. This conclusion is supported by the statistically significant coefficients and the overall