The Relationship of Passion, Burnout, Engagement, and Performance: An Analysis of Direct and Indirect Effects among Indonesian Students
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Passion among students is one of the variables that can increase learning engagement and academic performance and reduce burnout. This study investigated whether both types of passion, harmonious passion and obsessive passion were related and influence burnout, engagement, and academic performance among Indonesian students. The subjects were 563 undergraduate business students in Indonesia. The test results using multiple regression analysis showed that student burnout had no effect on academic performance (β = -0.06, p > 0.05), while both types of passion and learning engagement had a positive effect on academic performance (β = 0.27, p < 0.01; β = 0.15), p < 0.01; β = 0.23, p < 0.01 for harmonious passion, obsessive passion, and learning engagement, respectively). The results also showed that the relationships between two types of passion and academic performance were mediated by student burnout and learning engagement in sequence. The model was fit with theories and data as indicated by the results of the measurement models > 0.90 (GFI = 0.99, AGFI = 0.95, CFI = 0.99, NFI = 0.99, TLI = 0.94, IFI = 0.99). Furthermore, this confirms that in order for Indonesian students to carry out their academic activities and prevent burnout, it is necessary to have two types of passion. The theoretical implications of the study were discussed considering the dualistic model of passion and self-determination theory. Finally, the practical implication especially in improving the academic performance was the need to develop passion to encourage engagement with activities and improve performance.
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