Understanding Burnout in University Students With Physical Impairments: The Protective Roles of Social Support and Self- Concept

Background University students with physical impairments often face burnout in mainstream settings due to stigma, social barriers, and inadequate support. While social anxiety may heighten risk, self-concept and social support could protect, either directly or as a moderator. This study aimed to test these predictors of psychological burnout and social support’s moderating role. Methods This cross-sectional study surveyed 71 students with physical impairments (34 males, 37 females; mean age 26.25 years, SD = 4.95) from the University of Nigeria, Nsukka, using convenience and snowball sampling. Burnout was assessed via Maslach Burnout Inventory-Student Survey (α = .73); social anxiety via Social Anxiety-Acceptance and Action Questionnaire (α = .74); self-concept via Personal Self-Concept Questionnaire (α = .81); and social support via Multidimensional Scale of Perceived Social Support (α = .76). Data were analysed using descriptive statistics (mean and SD) with the aid of SPSS Version 26. Hayes’ PROCESS Macro examined direct predictions and moderation (Model 1), controlling for gender and age. Results Social anxiety did not predict burnout (B = 0.06, p=.587). Self-concept (B=-0.59, p<.001) and social support (B=-0.64, p<.001) negatively predicted burnout, explaining 50% and 37% variance, respectively. Social support did not moderate links between social anxiety and burnout (B = 0.00, p=.719) or self-concept and burnout (B = 0.02, p=.075). Conclusion Among university students with physical impairments, social anxiety did not significantly predict burnout, whereas higher self-concept and social support each exerted direct protective effects. Social support did not moderate these associations, confirming their independent roles. Universities should prioritise inclusive supports, access to mental health services, and self-concept interventions to safeguard student well-being.