Iranian Educational Research Association Journal of Research in Educational Systems 2383-1324 11 38 2017 11 22 Core Self-Evaluations and Academic Burnout: The Mediating Role of Coping Styles Core Self-Evaluations and Academic Burnout: The Mediating Role of Coping Styles 81 101 59729 10.22034/jiera.2017.59729 FA Mohtaram Nemat Tavousi ph.d. of south Tehran, Azad university Zahra Ghahri Saremi University Journal Article 2017 12 25 <strong>T</strong>he 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. <strong>T</strong>he 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. https://www.jiera.ir/article_59729_9ed8784d4dc955c5456c4249ea703279.pdf