The Role of Growth Mindset in Reducing Academic Burnout in the Era of Hybrid Learning

Abstract

Hybrid learning, which combines online and face-to-face instruction, has become common in higher education in the post-COVID-19 era. Although it offers flexibility, this model increases self-regulation demands, academic workload, and psychological pressure, potentially leading to academic burnout. This study aims to describe the role of growth mindset as a protective factor in reducing academic burnout among university students in the hybrid learning era. A literature review method was employed by analyzing national and international studies published between 2019 and 2025. Relevant articles were identified using the keywords “growth mindset,” “academic burnout,” “academic stress,” “resilience,” and “hybrid learning.” The findings indicate that growth mindset significantly contributes to reducing burnout by enhancing academic resilience, learning motivation, adaptive coping strategies, and self-regulation skills. Students with a growth mindset tend to perceive academic challenges as opportunities for growth and view failure as part of the learning process. This perspective helps reduce emotional exhaustion, cynicism toward academic tasks, and decreased sense of competence. Therefore, integrating growth mindset approaches into hybrid learning practices may serve as an effective strategy to enhance students’ well-being and academic resilience.