somayyeh hashemicholicheh; zahra hashemi; zahra naghsh
Abstract
The aim of this study was to investigate the mediatory role of the achievement emotions in relationship with Attributional styles, , task value and academic burnout to illustrate the relationship between research variables in the causal model. The research population consisted of all students of Alzahra ...
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The aim of this study was to investigate the mediatory role of the achievement emotions in relationship with Attributional styles, , task value 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), Attributional styles Peterson Lawyer, Simlle, Beyer, Abramson, Metalsky and Siligman (1983), Pintrich's and Devertro's (1998), 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. . 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.
