<![CDATA[School burnout has emerged as a critical concern among secondary school students due to increasing academic demands and psychological stress. The present study examined the roles of self-regulated learning, social support, and bedtime procrastination in predicting school burnout, with academic resilience serving as a mediating variable. A quantitative research design was employed, involving a total of 453 secondary school students participated in the study and were recruited using stratified random sampling to ensure representation across grades VII, VIII, and IX. Data were collected using validated psychological instruments measuring School Burnout Inventory (SBI), Self-Regulation Scale for Middle School (SRS-MS), Multidimensional Scale of Perceived Social Support (MSPSS), Bedtime Procrastination Scale (BPS), and Academic Resilience Scale-Indonesia (ARS-Indonesia). The findings revealed that self-regulated learning and social support did not exert significant direct effects on school burnout, whereas bedtime procrastination positively predicted school burnout. However, academic resilience significantly mediated the relationships between self-regulated learning and school burnout, as well as between social support and school burnout, whereas it did not mediate the prediction of school burnout from bedtime procrastination. These findings underscore the importance of fostering students' academic resilience through effective self-regulation, supportive social environments, and healthy sleep-related behaviors to mitigate the risk of school burnout among adolescents.]]>
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