Yasaman Aghili mehrizi; Somayeh Pourehsan; Afsaneh Towhidi
Volume 16, Issue 57 , July 2022, , Pages 91-104
Abstract
The aim of the present study was to investigate the relationship between personality traits and coping styles with academic burnout: the mediating role of academic procrastination in female high school students in Kerman. The research is a correlational design and the sample group was 498 students of ...
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The aim of the present study was to investigate the relationship between personality traits and coping styles with academic burnout: the mediating role of academic procrastination in female high school students in Kerman. The research is a correlational design and the sample group was 498 students of arithmetic and God-fearing schools in the academic year of 2019-2020 who were selected by multi-stage cluster sampling method. The tools used in this study included Maslash burnout list (2002), Andler and Parker stress coping style list (1990), Neo personality traits list (1992), and Solomon and Roth Bloom's list of academic procrastination (1994). Indirect path of personality traits (extraversion / introversion (-0/31), neuroticism (0/301), openness to experience (-0/25), adaptation (-0/23), conscientiousness (-0/21)) is significant through academic procrastination on burnout plus the indirect path of style (p<0/001). Coping with stress (problem-oriented (-0/32), emotion-driven (0/30), social engagement, and distraction (-0/19)) is significant through academic procrastination on burnout (p<0/001). Therefore, since people use stress coping styles according to their personality traits and characteristics, teaching stress coping strategies and skills to people with personality traits (extroversion, introversion). Neuroticism, conscientiousness and adaptation and openness to experience) in addition to reducing academic procrastination is also effective in reducing academic burnout.
zohreh sayadpour; fariborz Dortaj; Alireza Kiamanesh
Volume 15, Issue 52 , March 2021, , Pages 7-16
Abstract
This study aimed to investigate the role of social support and life satisfaction in academic burnout. The research method was correlation. From Islamic Azad University of Tehran, 393 students selected by cluster sampling method and responded to Maslach Burnout Inventory-Student Survey (MBI-SS, Schaufeli ...
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This study aimed to investigate the role of social support and life satisfaction in academic burnout. The research method was correlation. From Islamic Azad University of Tehran, 393 students selected by cluster sampling method and responded to Maslach Burnout Inventory-Student Survey (MBI-SS, Schaufeli et al., 2002), Satisfaction with Life Scale (SWLS, Diner et al., 1985) and Multidimensional Scale of Perceived Social Support (Zimet et al., 1988). Data were analyzed using regression analysis. The results showed that social support (β = -0.131, P≥0.020) and life satisfaction (β = -0.229, P≥0,000) had a significant and inverse effect on academic burnout. The findings also showed that Social support and life satisfaction explained 14% of the variance in academic burnout. According to the findings, academic burnout decreases with increasing social support and life satisfaction. Therefore, supporting student by family, friends, and the educational environment, as well as strategies that increase life satisfaction, can reduce students' academic burnout, which is an important factor in dropout.
Jelveh Emami Gharahhajlou; Mohammad Salehi; farshideh zameni
Volume 15, Issue 52 , March 2021, , Pages 127-146
Abstract
The purpose of this study was to present a model of university autonomy with reason and cause approaches to university efficiency. In terms of purpose, this study was applied with a mixed approach (qualitative and quantitative) and with an exploratory design. In the qualitative part, the semi-structured ...
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The purpose of this study was to present a model of university autonomy with reason and cause approaches to university efficiency. In terms of purpose, this study was applied with a mixed approach (qualitative and quantitative) and with an exploratory design. In the qualitative part, the semi-structured interview method was used and in the quantitative part, the descriptive method was used. Statistical population in the qualitative section of expert professors in the field of research that 10 people were selected as a statistical sample using purposive sampling method and taking into account the law of saturation. The statistical population in the quantitative section was all full-time professors of Mazandaran Azad University, which were selected as a statistical sample based on the scientific rank of 308 people. For data collection, the researcher-made questionnaire of university independence with 73 questions and the organizational performance questionnaire of Pin Priyang and Sing Sai with 21 questions were used. Validity was calculated and confirmed after the approval of the professors and the reliability of the tools approach (reason oriented 0.85, cause oriented 0.82 and organizational efficiency 0.89). Theme analysis was used to analyze qualitative data and Kolmogorov-Smirnov tests, t-test, exploratory factor analysis and structural equations were used to analyze quantitative data. The results showed that; University autonomy with reason and cause approaches has a positive and significant effect on university efficiency.
azam mirzasafi; Abolghasem Yaghoobi; Hossein Mohagheghi; rasool kord Noghabi
Volume 14, Issue 49 , July 2020, , Pages 41-54
Abstract
The purpose of this study was to develop a structural model of academic maladjustment based on educational injustice, burnout, academic deception and lack of self-efficacy. The research method was correlation in the form of structural equation modeling. The statistical population consisted of all students ...
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The purpose of this study was to develop a structural model of academic maladjustment based on educational injustice, burnout, academic deception and lack of self-efficacy. The research method was correlation in the form of structural equation modeling. The statistical population consisted of all students of Bu Ali Sina University in Hamadan in the academic year 1396-97. Measurement tools included Golparvar Educational Justice Questionnaire (2010), academic burnout of Bresu et al. (1998), Golparvar Academic Satisfaction Questionnaire (2010), Eun & Freeman Self-efficacy Questionnaire (2001), Baker and Seriak Academic Adaptation Questionnaire (1984). Research data were analyzed using structural equation modeling through AMOS statistical software. The results showed that the structural equation modeling of the relationships between educational injustice, inefficiency, burnout and academic deception has a good fit in explaining academic maladjustment. These findings suggest that controlling educational injustice can be an effective and useful step in reducing burnout, deception, inefficiency, and academic maladjustment.
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Abstract
The purpose of this study was to determine the mediating role of academic motivation's component in the relationship between psychological capitals with academic burnout of students. The study design was a descriptive correlational type and statistic population included all students of Islamic Azad University ...
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The purpose of this study was to determine the mediating role of academic motivation's component in the relationship between psychological capitals with academic burnout of students. The study design was a descriptive correlational type and statistic population included all students of Islamic Azad University Tehran center and Tehran east branches and Islamic Azad University, Tehran Medical Branch in 2016-2017 first semester which through them in a multi-stage random sampling method 410 people were selected. The study tool included Academic Burnout Questionnaire (Berso, 1997), Academic Motivation Scale (Vallerand et al., 1992), and for Psychological Capital Questionnaire: Life Orientation Test (Scheier & Carver, 1991), Resilience Scale (Connor & Davidson, 2003) and Hope Scale (Snyder et al., 1991). The data were analyzed by structural equation modeling. Intrinsic academic motivation and academic amotivation negatively and significantly mediated the effect of psychological capital on academic burnout. It is suggested that to provide psychological capitals and a platform for the growth of talent for all students, and individuals have the incentive to work hard to achieve the goal.
maryam hosseyni
Abstract
Academic burnout creates feelings of helplessness, irritability, and disappointment in students, which subsequently dwindles away their motivation, performance and academic achievement. Therefore, it is very important to identify the contributing factors to students’ academic burnout in order to ...
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Academic burnout creates feelings of helplessness, irritability, and disappointment in students, which subsequently dwindles away their motivation, performance and academic achievement. Therefore, it is very important to identify the contributing factors to students’ academic burnout in order to provide strategies and solutions for reducing them. The objective of this study is to investigate the factors affecting academic burnout among students of state-run universities in Iran’s higher education system. In this study, the qualitative method of content analysis was used. The population of the study was comprised of two main groups (students and professors) of the state universities of Iran in 2017, which were identified by the snowball sampling method. After two semi-structured group interviews with students (21 persons) and professors (10 people) and 6 individual interviews with professors and 14 individual interviews with students of the country's higher education system, including 31 provinces in 1396, data saturation achieved. Obtained data were coded and classified by using conventional content analysis. The results of the research showed that the main components of the conceptual model of the contributing factors on academic burnout of the students are: inefficiency of education, cultural factors, scientific fraud, education economics, family problems, academic and behavioral weaknesses of faculty, infrastructure problems were supportive-motivational factors and personality traits. The findings of this study provide good results for helping policymakers, planners and educators of Iran's higher education system to reduce academic burnout among students.
somayyeh hashemi; zahra hashemi; zahra naghsh
Abstract
The aim of this study was to investigate the mediatory role of the achievement emotions in relationship with class psychosocial climate, and academic burnout to illustrate the relationship between research variables in the causal model. The research population consisted of all students of Alzahra University ...
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The aim of this study was to investigate the mediatory role of the achievement emotions in relationship with class psychosocial climate, and academic burnout to illustrate the relationship between research variables in the causal model. The research population consisted of all students of Alzahra University in Tehran, among them 300 students were selected through random multi-stage cluster sampling. The instruments for data gathering were: a short version of the achievement Emotions Questionnaire (PEGQ), Goetz & Perry (2005), the Questionnaire of Joe Psychosocial class of Fraser, Giddings and McBurray (1995), and the Academic Burnout Questionnaire (Salmela Arrow et al., 2009). The validity of the questionnaires were confirmed by statistical factor analysis. To examine reliability of the measures, Cronbach alpha coefficient was used. Two hypothetical models were tested by path analysis. The indicators of the results showed that the goodness of fit statistics are very suitable in both models. This means that both models are well supported by the empirical data and the mediatory role of positive and negative of the achievement emotions in the relationship between exogenous and endogenous variables was verified. The findings of the path analysis showed that the direct effects of adaptive and non-adaptive the class psychosocial climate (solidarity and friction), on the positive emotions (positive and negative), and the direct effect of the positive and negative progressive emotions on the academic burnout were significant. The non-direct effects of adaptive and non-adaptive the class psychosocial climate (solidarity and corruption), on the academic burnout were significant. In the mediating model, positive emotional was 39% of academic burnout and 36% for positive emotional variance and negative emotion was mediated by 42% of variance of academic burnout and 38% of negative emotion variance. Implications and suggestion for future studies are discussed.
Mohtaram Nemat tavousi; Zahra Ghahri saremi
Abstract
The purpose of this study was the mediating role of coping styles in the relation between core self-evaluations and academic burnout. By multistage cluster sampling, 233 students of Islamic Azad University from South Tehran Branch were chosen studying in bachelor’s and master’s degrees in ...
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The purpose of this study was the mediating role of coping styles in the relation between core self-evaluations and academic burnout. By multistage cluster sampling, 233 students of Islamic Azad University from South Tehran Branch were chosen studying in bachelor’s and master’s degrees in 2015-2016 and completed Core Self-Evaluations Scale (CSEs; Juge, Ereza, Bono & Thoreson, 2003), School Burnout Inventory (SBI; Breso, Salanova & Schoufeli, 2007) and shortened version of the Coping Inventory for Stressful Situations (CISS-21; Calsbeek, Rijkan, Henegouwen & Dekker, 2002). The results of path analysis showed that problem-focused coping and emotion-focused coping had significantly mediating role in relation between core self-evaluations and academic burnout but avoidant coping has no significant mediating role. The data showed that problem-focused coping and emotion-focused coping had negative mediator role in relation between core self-evaluations and academic emotional exhaustion, academic uninterested, and had positive meditator role with academic inefficacy. Accordingly, it can be said that personality traits as a person can predict individual’s differences in people’s coping styles and academic burnout. From these findings it can be concluded that training coping style reduce academic burnout effectively.
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Volume 10, Issue 33 , July 2016, , Pages 51-72
Abstract
The purpose of this study was to determine the role of procrastination, self-regulating and meta-cognitive beliefs in predicting academic burnout among high school female students. This descriptive study is of correlational type. The statistical population of this study is all female high school students ...
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The purpose of this study was to determine the role of procrastination, self-regulating and meta-cognitive beliefs in predicting academic burnout among high school female students. This descriptive study is of correlational type. The statistical population of this study is all female high school students of Meshkinshahr in the academic year of 92-91. The subjects consisted of 120 female students of Meshkinshahr city who were selected through multistage cluster sampling from schools of this city. Data from procrastination Students (PASS), its scale regulation, beliefs and academic burnout scale was used. The findings were analyzed using correlation coefficient, multivariate regression and path analysis. The results of correlation coefficient indicated that there was a positive and significant relationship between metacognitive beliefs and procrastination with academic burnout (P <0.001). Also there is a significant negative relationship between self-regulation and exhaustion (001/0> P). The results of path analysis showed that procrastination and metacognitive beliefs by self-regulating influence on academic burnout. Students who used self-regulation more than cognitive and meta-cognitive strategies. Procrastination were lower, resulting in higher academic achievement
