Asian Journal of Education and Social Studies

This study examined the mediating role of mathematics self-concept in the relationship between academic burnout and mathematics performance among Technical-Vocational-Livelihood (TVL) students. A quantitative research design was employed, combining descriptive and correlational approaches, with correlation analyzed using structural equation modeling. Through a two-stage sampling process that involved stratified random sampling followed by simple random sampling, a total of 330 Grade 11 TVL students from three public schools in Panabo City were selected for the school year 2024–2025. Data was collected using two adapted survey questionnaires, and a researcher-developed summative test aligned with relevant learning competencies. The data were analyzed using mean, standard deviation, Pearson r, and the Sobel Test. The findings revealed that academic burnout was high, and students’ mathematics performance was low. Moreover, the mathematics self-concept among TVL students was moderate. Furthermore, path analysis showed that academic burnout had a significant positive effect on mathematics self-concept, and mathematics self-concept had also a significant positive effect on mathematics performance. However, the direct effect of academic burnout on mathematics performance was not significant. Although the indirect effect was statistically significant, the overall mediation was not supported, as the direct path remained non-significant and the total effect did not show a meaningful association. Hence, TVL students are encouraged to develop positive beliefs about their mathematical abilities and seek healthy coping strategies to manage academic burnout to aid the improvement of their mathematics performance. In addition, Mathematics teachers may design engaging and supportive learning experiences that help strengthen students’ mathematics self-concept while being mindful of signs of burnout to help them in enhancing their mathematics performance.