Achievement Goals and Burnout in Academic Performance: The Meditation Role of Outcome Expectation and Self-Regulating Learning

The aim of the present study was to investigate the mediating role of outcome expectation and self-regulated learning in the relationship between achievement goals, academic burnout, and academic performance. Three hundred and forty seven students were selected from Kashan University using stratified sampling method.The participants completed the Progress Goals Scale (PGS; Migly, Kaplan & Midelton, 1998), the Motivational Strategies for Learning Questionnaire (MSLQ; Pintrich & De Digrot, 1990), the Academic Burnout Scale (Berso, Salanova & Schoufeli, 2007), and the Student Outcome Expectation Scale (SOEQ; Landy, 2003). The data were analyzed using structural equation modeling. The results indicatedoutcome expectation and self-regulated learning mediated the relations of achievement goals and academic burnout to academic performance. Academic burnout indirectly and negatively related to academic achievement through self-regulated learning and outcome expectation. Achievement goals indirectly and positively related to academic achievement through self-regulated learning and outcome expectation.