jafar samari safa; Mozhgan poordel
Abstract
The purpose of this study was to present a model of academic burnout based on family emotional status, psychological capital, purposefulness, procrastination and academic involvement of non-native master students of Ahvaz city. The research method in this study was applied according to the nature of ...
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The purpose of this study was to present a model of academic burnout based on family emotional status, psychological capital, purposefulness, procrastination and academic involvement of non-native master students of Ahvaz city. The research method in this study was applied according to the nature of descriptive-correlational research aThe statistical population of the study included all master students of humanities and technical fields in Ahvaz who were studying in 2019-2020. In order to collect data from Olson Emotional Atmosphere Scale (1999), Rio Academic Involvement Questionnaire (2013), Riding Academic Procrastination Scale (2011), Revised version of Beaufort et al.'s Achievement Target Questionnaire, Bresso et al. ), Lutans (2007) Psychological Capital Questionnaire was used. Analysis of research data using SPSS software version 20 and AMOS software was used to model structural equations. The results showed that according to the good fit indices in which NFI, CFI, TLI, IFI and GFI indices were obtained more than 0.90 and also AGFI fit index greater than 0.50 and chi-square ratio fit index Based on the degree of freedom, which was in the range of 1 to 5, the research hypothesis was generally confirmed. In other words, the structural pattern of academic burnout has a favorable fit based on the variables of family emotional status, psychological capital, goal orientation, procrastination and master's academic engagement. Therefore, by reducing procrastination and strengthening psychological capital, goal orientation and academic engagement at the same time in the master's degree through workshops and counseling sessions, their tendency to burnout can be reduced.
Gouhar Yazdani; Mohammad Hosien Salarifar; Mohsen Khorshidzadah
Abstract
Abstract:Aim. Academic burnout is a serious problem and a negative emotional, physical and mental reaction to prolonged study that results in exhaustion, frustration, lack of motivation and reduced ability in school. The aim of this study was to determine the effect of metacognitive beliefs and state's ...
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Abstract:Aim. Academic burnout is a serious problem and a negative emotional, physical and mental reaction to prolonged study that results in exhaustion, frustration, lack of motivation and reduced ability in school. The aim of this study was to determine the effect of metacognitive beliefs and state's training on students' academic burnout. The applied method in this research is quasi-experimental with Pretest-Posttest design as well as the control group and a follow- up stage. The statistical population included the students of University of Birjand. Using a purposive sampling method, forty students were selected as sample of the research and they were randomly substituted in two groups of twenty people titled control and experiment. Salarifar's metacognitive training package (1391) was used in order to train metacognitive beliefs and states. Moreover, Maslach and Jackson questionnaire (1984) was applied to measure the rate of academic burnout. Data of this study were analyzed using covariance method. The findings demonstrated that the effect of metacognitive beliefs and state's training on the reduction of students’ academic burnout rate is significant. According to these results, metacognitive beliefs and state's training arguably reduces the rate of academic burnout.
Fahimeh Abdollah Abadi; Majid Ghaffari; Habibollah Naderi
Abstract
The purpose of the present study was to investigate the mediating role of work-family-school role conflicts on the relationship between role-related social support and academic burnout. The design of this study was correlational. A sample of 337 married-parent-employed female university students (mean ...
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The purpose of the present study was to investigate the mediating role of work-family-school role conflicts on the relationship between role-related social support and academic burnout. The design of this study was correlational. A sample of 337 married-parent-employed female university students (mean age: 32.35 ± 5.94 years) who were studying at universities of Neyshabour and Mashhad, Iran, were selected in the academic year of 2017-18. The instruments were the Oldenburg Burnout Inventory-Student Version (Reisa, Xanthopouloub & Tsaousisc, 2015), The Role Related Social Support Scale (Xo & Song, 2013) and the Work-Family-School Role Conflicts Scale (Xo & Song, 2013). Using Maximum-Likelihood estimation and bootstrapping procedure, the results of path analysis showed that the proposed conceptual model have appropriate fit with the data. Role related social support components, showed significant negative direct effects on disengagement. Support from school showed significant negative direct effect on exhaustion. The results revealed that work-family-school role conflicts mediated the relationship between support from family and burnout components (p < 0.05). In married-parent-employee female university students, among role-related social support dimensions, support from family, reduces academic burnout through reducing work-family-school role conflicts.
Mohsen Azizi Abarghuei
Abstract
abstractThe aim of this study was to develop a causal model of academic burnout based on social support and maladaptive perfectionism, considering the mediating role of self-efficacy among BA students of Shahid Chamran University of Ahvaz. A number of 493 students (139 male and 354 female) were chosen ...
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abstractThe aim of this study was to develop a causal model of academic burnout based on social support and maladaptive perfectionism, considering the mediating role of self-efficacy among BA students of Shahid Chamran University of Ahvaz. A number of 493 students (139 male and 354 female) were chosen through cluster sampling method, firstly and then, relative stratified sampling method. To collect the data, Maslach burnout inventory-student survey (2002), Child and Adolescent Social Support Scale (CASSS) of Malecki, Demaray, and Elliott (2000), Stober scale of perfectionism(2007) and Sherer self-efficacy scale(1982) were utilized. Path analyses showed that classmate support and maladaptive perfectionism had both direct and indirect effects on academic burnout (considering self-efficacy as mediator). The explained variance of academic burnout in model was 0.27, totally. All model fit indices were at ok fit and showed the fitness of model. Implications for coping with academic burnout are discussed in the paper.
