Abstract

Graduate students, particularly those based in research intensive universities are susceptible to exhaustion. The
study utilized a quantitative approach to test the impact of student engagement, self- efficacy, and social support
on college students’ emotional exhaustion. A hierarchical regression approach was used for analysis. Findings
demonstrated that students who were engaged, and self –efficacious were less exhausted from their studies.
Social support especially from advisors was important in helping students cope with emotional exhaustion.
Additionally, student engagement proved to be important as it partially mediates the advisor support- exhaustion
relationship while fully mediating the self-efficacy- exhaustion relationship. Implications and suggestions for
institutions of higher learning regarding intervention strategies to mitigate the exhaustion and burnout process
were discussed.

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