<![CDATA[This study aimed to examine the relationship between academic burnout and learning apathy and to investigate the role of self-branding as a moderator in the relationship between academic burnout and learning apathy among students. This study employed a quantitative approach with a correlational research design. The sample consisted of 125 students selected using proportional random sampling. Data were collected using three research instruments: the Maslach Burnout Inventory–Student Survey (MBI-SS) consisting of 15 items to measure academic burnout, a 15-item Learning Apathy Scale, and a 12-item Self-Branding Scale. Data were analyzed using descriptive statistics, normality and linearity tests, Pearson Product-Moment correlation, and Moderated Regression Analysis (MRA) using Hayes’ PROCESS Macro Model 1. The results showed a significant positive relationship between academic burnout and learning apathy (r = 0.691; p < 0.001). Self-branding was significantly and negatively correlated with academic burnout (r = −0.561; p < 0.001) and learning apathy (r = −0.634; p < 0.001). The moderation analysis was conducted to determine whether self-branding changes the strength of the relationship between academic burnout and learning apathy. The conclusion regarding the moderating effect is determined based on the significance of the academic burnout × self-branding interaction coefficient, as well as the conditional effects and simple slopes analyses. These findings highlight the importance of addressing academic burnout and developing students’ self-branding as part of Guidance and Counseling services to support students’ engagement in the learning process. Keywords: academic burnout, learning apathy, self-branding, moderation,]]>
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