الإحتراق الأكاديمي وعلاقته بالصمود الأكاديمي ومدى إسهامهما في التنبؤ بالمعدل التحصيلي لدى طلبة كلية التربية الأساسية في دولة الكويت
The study aimed to identify the level of both academic burnout and academic resilience among students of the College of Basic Education, and to detect differences in academic burnout and academic resilience according to the variables (gender, academic year and specialization) and the interaction between them, and to identify the contribution of the dimensions of academic burnout in predicting academic resilience, The study used the correlational descriptive approach, and the sample consisted of (516) students, including (216 males, 300 females) from the College of Basic Education at the Public Authority for Applied Education. Randomly selected, study tools included the Academic Combustion Scale (Al-al et (2002), Minshawi (2022), Cassidy (2016), and Bulbul's (2019). The results showed that the level of academic burnout and academic resilience was average. It was found that there were no statistically significant differences on academic burnout and academic resilience due to the difference in differences in gender, academic year or scientific specialization and the interaction between them, and it was found that the dimension of ridicule and loss of meaning of academic burnout only, which contributes significantly to predicting academic resilience, and it was found that the dimensions of emotional attrition, and low efficiency contribute significantly to predicting the achievement rate of students, and that academic resilience does not contribute to predicting the achievement rate of students. (Published abstract)