<![CDATA[This study was motivated by a gap in existing research; while numerous studies have addressed academic burnout at the university and high school levels, few have examined the context of boarding schools. Meanwhile, self-resilience is viewed as a defense mechanism or an individual's capacity to adapt to specific conditions. This study employed a causal approach. The sampling technique used was proportionate stratified random sampling. The sample consisted of 160 female students, divided into four groups based on grade level and their experience in the boarding school. Data collection was conducted using a questionnaire as the research instrument. The instruments were based on the MBI-SS and CD-RISC theories, and their validity was assessed by administering the questionnaire to the 160 respondents; out of the 35 items tested, two were found to be invalid and were subsequently removed from the instrument, as other items remained to represent the variables. Data processing involved prerequisite testing, specifically tests for normality, linearity, and homogeneity assumptions. Hypothesis testing was performed using simple linear regression analysis with the aid of SPSS 25 software. The results indicate that: 1) the level of academic burnout among female students at Al-Mawaddah Boarding School fell into the moderate category (73% of the 160 respondents); 2) the level of self-resilience among female students at Al-Mawaddah Boarding School fell into the moderate category (72% of the 160 respondents); and 3) self-resilience has a negative effect on academic burnout, with 33% of the variation in academic burnout explained by the self-resilience variable, while the remaining 67% is influenced by other variables not examined in this study.]]>
