Predicting Academic Burnout based on Academic Habits with its Mediating role of Disability in Students in the Coronary Education Process

The aim of this study was to investigate the mediating role of academic self-disability in the relationship between academic burnout and academic habits in the process of virtual education in the corona.

For this purpose, a sample of 343 people were selected from the statistical population of adolescent girls in secondary schools in Tehran who were studying in the academic year 2020-2021. The research instruments were Maslash burnout questionnaires, academic self-disability and study habits. Structural equation modeling was used to determine the model fit.

The findings showed that the standard effect of direct path (β = -.371, p <.05) and the standard effect of indirect path (β = -. 040, p <.05) Academic habits were significant with the mediating role of academic disability on academic burnout. The effect of the total variable of study habits on academic burnout was also significant (β = -. 411, p <.05) and therefore the tested model is a desirable model for explaining academic burnout based on academic habits mediated by academic self-disability in adolescent girls.

It is suggested that the results of this study be used in the form of practical plans to improve the quality of education in the post-coronary period by school principals, counselors and teachers