Published Paper Details:

Academic burnout among secondary school students has become an emerging concern due to increasing academic demands and rapid digitalization of learning environments. Adolescents are required to manage intensive curricular expectations while simultaneously engaging with social media platforms that demand constant attention and cognitive effort. This article, prepared for Ph.D. thesis purposes, is based on an extensive review of related literature and examines academic burnout in relation to social media addiction and cognitive load. The reviewed studies indicate that excessive social media use contributes to attentional fragmentation, increased extraneous cognitive load, emotional exhaustion, and reduced academic engagement. Cognitive overload arising from poorly structured learning tasks and digital multitasking further intensifies burnout symptoms. The paper synthesizes theoretical perspectives and empirical findings to present a coherent understanding of how these variables interact and influence students' academic well-being. Educational implications and preventive strategies are discussed with reference to secondary-level teaching-learning contexts.