جستجوی مقالات مرتبط با کلیدواژه « Academic Burnout » در نشریات گروه « علوم اجتماعی »

The purpose of this study was to investigate the role of job hope and spiritual-social well-being in students’ academic burnout; The research method is survey and its statistical population is all students of Tabriz University. The sample size is 275 and the sampling method is classes proportional to the volume. SPSS software was used for data analysis. Descriptive and inferential statistical methods such as Pearson correlation, multivariate regression and one-way analysis of variance F were used. The results show that there is a relatively strong and inverse correlation (-0.459) and a significant correlation between 99% (0.000) confidence level between job variability and academic burnout of Tabriz University students; In examining the Pearson correlation coefficient between the social well-being variable and its dimensions with the variable of academic burnout, there are results indicating a significant inverse correlation (-0.415) at a confidence level of 99% (0.000); In examining the degree of correlation between the dimensions of this variable and the dependent variable, the results indicate the existence of an inverse relationship between the dimensions of social cohesion (-0.567), social prosperity (-0.120) and social acceptance (-0.254); finally in examining the Pearson correlation coefficient between the spiritual well-being variable and its dimensions with the variable of academic burnout, there are results indicating a significant inverse correlation (-0/774) at a confidence level of 99% (0.000). The correlation dimension is religious well-being (-0.514) and existential well-being (-0.793); In general, multivariate regression analysis indicates that the sum of independent variables has been able to explain 60% of the changes related to the burnout variable of Tabriz University students. The results of examining the difference between the average rate of student burnout in terms of variables of parental education and ethnicity show that this average is different only in the variable of father education (f = 2.735) with a significance level of 95% (0.044).

Students are considered to be a type of worker due to being involved with homework, which sometimes causes major pressure on students for various reasons, and just as a satisfactory job causes dissatisfaction over time and leads a person to burnout; it is possible that lead a person to academic burnout. Studies indicate that all employees and even students may suffer from burnout and the most important objective indicator of burnout can be a significant decrease in performance over a period of several months, which is in the form of low quality performance in performing tasks, loss of efficiency, and increased absenteeism. And it shows a decrease in the desire to perform one's job or academic duties. This research was conducted with the aim of the effectiveness of combining education of self-determination and art on reducing academic burnout in male students.

The present study was quasi-experimental with pre-test, post-test and quarterly follow-up with control group. The research population was fifth grading elementary male students in district one of Tehran city in the academic years of 2017-18. The research sample consisted of 60 students who were selected by purposive sampling method and randomly assigned to four groups (three experimental groups and one control group). Each experimental group underwent 8 sessions of 40 minutes and the control group did not receive any training. The research instrument was the academic burnout questionnaire (Schaufeli, Martinez, Pinto, Salanova & Bakker, 2002) and the data were analyzed by methods of repeated measures analysis of variance and bonferroni post hoc test in SPSS-19 software.

The results showed that all three methods of intervention, namely self-determination education, art education and combining education of self-determination and art significantly led to reduce the academic burnout of fifth grade elementary male students and the results were maintained in the follow-up phase (P<0.05). Other findings showed that there was no significant difference between the three intervention methods in reducing academic burnout (P>0.05).

The results of the present study have practical implications for professionals, curriculum planners and teachers. They by teaching the above methods or using of them can take an effective step to reduce academic burnout of students.

The aim of this study was to determine the effect of coping strategies training on students' academic burnout. The study population consisted of all female high school students in Takestan in the academic year of - , of which were selected by purposive sampling and randomly assigned to experimental and control groups, and coping strategies. The training group was trained in sessions. The instruments used in this study were the Maslach burnout questionnaire. The present study was a quasi-experimental study with a pretestposttest design with a control group. Results showed that training coping strategies reduced academic burnout in the experimental group compared to the control group (p < ). The results of the study indicate the importance of the effect of coping strategies training and the use of coping strategies has been able to explain the high rate of changes in students' academic burnout.

University study leads to many individual and social problems for students due to its special circumstances, such as distance from family, large number and high load of courses, and intense competition among students. One of the most important factors related to the low motivation and academic performance of university students is the academic burnout of students, which has negative consequences such as low development, depression, and mental health problems. Student burnout can lead to a feeling of fatigue in completing tasks and a pessimistic attitude toward education.

The aim of this study was to investigate the social factors underlying academic burnout among students in Tabriz University. The research method is survey and the statistical population includes all students of Tabriz Universitywhich were 20997 individuals. The sample size includes 275 students who were selected using proportional sampling method. SPSS 25 software and one-way statistical analysis of variance tests including t-test, Pearson correlation test and multivariate regression test were used to analyze the data.

The theoretical background of the study and the variables derived from it suggest that the use of mass media has a direct influence on academic burnout and that educational equity and the quality of academic life have an inverse influence on students’ academic burnout. Also, the results of comparing the mean difference between students’ burnout in terms of gender and employment status show that the rate of women and men and students’ burnout are different from each other and statistically significant in terms of different employment status. The results of the regression analysis also show that the variables of educational equity, quality of academic life, and media use can explain a total of 47% of the changes in the dependent variable of academic burnout.Results and

Based on the research findings, it can be said that various factors can be effective in students’ academic burnout, and in general, the variables and social factors prevalent in the university environment have a direct impact on the prevalence of burnout among students. If the quality of the university environment and educational relationships among students are improved, students’ academic performance is likely to improve.

The trend of transferring and attracting foreign students as the main key of globalization and internationalization of higher education indicates an increase in the number of students who go to study in other countries in the last two decade. Due to the many benefits and positive consequences of attracting foreign students, there is a global competition among universities to attract foreign students by increasing the quality of college life and student satisfaction in terms of educational, social, services and facilities. The purpose of the present study was to investigate the quality of university life of foreign students at the University of Isfahan and explain some determinants. This research was conducted as a survey using a questionnaire among all foreign students of the University of Isfahan. The findings indicated the relative (moderate to high) satisfaction of foreign students with the educational, social and services and facilities of the University of Isfahan. Also, the results confirmed the relationship among academic, social and facilities dimensions and their effect on overall satisfaction with the quality of university life and student life satisfaction. In addition, findings showed that academic success and academic communication directly, and academic motivation and burnout indirectly affect the foreign student’s quality of college life. More attention should be paid to cultural and social activities such as extracurricular activities inside the university or outside the university in the form of recreational camps and visits to cultural, artistic, tourism centers, improving the facilities granted.

The purpose of this study was to investigate the relationship between of academic burnout and academic conflict with the mediating role of academic resilience. The research applied in terms of purpose and method was descriptive, correlational one. The statistical population of the study included all female high school students in Behshahr in the number of 2110. The statistical sample was 325 people using Krejcie and Morgan table, and stratified random sampling according to educational level. The instruments for collecting data were Questionnaires of Salanova & Schiofli Academic Burnout (2007), Rio Academic Conflict (2013) & Samuel's Academic Resilience (2004) Questionnaire. The collected data was used for analyzed by Structural equation modeling using the partial least squares method (PLS). The results of this study showed that there is a significant relationship between academic burnout and academic resilience with academic conflict. 78.1% of academic conflict and 51.3% of academic resilience is explained by academic burnout. And the academic resilience variable has a mediator effect on the relationship between academic burnout and academic conflict. Fit indices indicate that the proposed model is an appropriate fit.

The main aim of this study was to investigate the relationship between perfectionism and academic motivation whit academic burnout in university students in Azad University of Mahabad. Consisted of students of Azad University of Mahabad in the academic year of 2016- 2017 was about 5,000. (N=5000). The statistical samples of the study included 400 male and female students with different educational levels from among the statistical population, which was based on the Morgan Table, recommendation is 357 samples, but for sampling reliability, 400 samples were selected using multistage cluster sampling method. Date was collected by Terry- short's perfectionism questionnaire, et al. Academic Motivation Scale of Harter and Educational Burnout Questionnaire of Breso et al. For data analysis, Pearson correlation coefficient test was used. The results of the study showed that there is a meaningful relationship between perfectionism and academic burnout. Increasing positive perfectionism caused decreasing in academic burnout and visa versa. In addition, increased negative perfectionism caused increasing academic burnout and visa versa. On the other hand the study indicated meaningful relationship between academic motivation and burnout. That is, by increasing interval academic motivation, academic burnout decreased and increasing externally academic motivation increased academic burnout. Therefore to determine variable effects, positive and negative perfectionism and external and internal academic motivation are as a predictor variable but academic burnout considered as a scale variable. According to the results of the multi dimensional Recreation, F is meaningful and by considering "B" all variables can predict changes in academic burnout in meaningful level. Based on the findings of this study, it can be concluded that there is a meaningful relationship between perfectionism and academic motivation with academic burnout, Based on to the results obtained, consider the two variables of perfectionism and academic motivation.

This study aimed to predict positive and negative attitudes to delinquent behavior based on academic burnout, anxiety, stress, and depression in high school male students.

The research method was descriptive-correlational, and the statistical population included all students studying in male high schools in the Nair city in the academic year 2017-18. One hundred twenty of them were selected by the cluster sampling method and answered the questionnaires of attitude toward delinquent behavior Fazli (2010), Maslach Burnout Inventory (2002) and Lovibond, Lovibond of stress, anxiety, and depression scale (1995) (DASS-42). Data were analyzed using Pearson correlation and multiple regression methods.

The result showed that academic burnout and depression (p <0.01) and anxiety (p <0.05) were inversely correlated with a negative attitude to delinquent behavior and directly related to a positive attitude to delinquent behavior. The results of multiple regression analysis also showed that academic burnout, anxiety, and depression were able to explain 24% of the variance of positive and 16% of negative attitude toward delinquent behavior.

Academic burnout, anxiety, and depression in high school male students affect attitudes toward delinquent behavior. Given the present findings, it is necessary to consider the role of academic burnout, depression, and anxiety in future planning to reduce the attitude toward delinquent behavior.

The main objective of this study is to explain the role of social (intra and extra-university) and individual factors of academic burnout among university students, measured by the three components of “academic exhaustion”, “academic disinterest” and “academic inefficacy”. The present study is a survey of 329 undergraduate and graduate students of the University of Isfahan, selected through stratified sampling method across a variety of disciplines. The results showed that academic motivelessness, educational satisfaction, hope for future employment and academic participation have a direct impact on academic burnout while the interaction between faculties and students, departmental atmosphere, symbolic capital, and significant others have an indirect impact. Also, the quality of the learning environment and contact with classmates did not show a significant relationship. The results showed that the most important causes of academic burnout among students are lack of motivation, dissatisfaction with education, disappointment in future employment and lack of academic participation. As a whole, the results suggest that social factors through individual factors and their complex combination have an undeniable impact on academic burnout.

This study aimed at determining the role of academic burnout، resilience، and perceived stress in predicting students'' addiction potential. In this correlational study، the number of 200 high school students in of South Khorasan province was selected as the participants through random cluster sampling and they responded to the three pertinent questionnaires، namely resilience scale، academic burnout scale، perceived stress scale، and addiction potential scale. The results showed that academic burnout، perceived stress، and resilience were positively correlated with addiction potential. Similarly، there was a significant positive relationship between academic burnout and perceived stress. Dimensions of burnout (emotional exhaustion، apathy، impotency)، dimensions of perceived stress (negative emotional responses and coping ability level)، and resilience could predict 20% of addiction potential. Among these dimensions، only coping ability level and resilience were significantly effective in predicting addiction potential; therefore، educational authorities are recommended to pay more attention to the prevention and treatment of addiction in students towards having a healthy society.

This study investigated the matter in relation to Work - Family Conflict and PhD students' academic motivation and burnout in Postgraduate students of Shahid Rajaee Teacher Training University. This study has been performed applied and In terms of data collection way of describing the correlation. The population of this study consisted of all students in the MA and PhD Shahid Rajaee University have been studying. Simple random sampling is Cochran's sample size formula samples, and the remaining 270 questionnaires were analyzed. The survey findings revealed that there is between work-family conflicts with academic burnout correlation coefficient (0.667) .Also There is correlation between work-family conflict fatigue with educational component (0.674), academic apathy (0.453), the ineffectiveness of study (0.476) and a weak negative relationship between academic motivation and academic burnout (0.250). Results of regression analyzes showed that Work - Family Conflict and motivation are able to explain 48% of the variance in academic burnout also affect labor conflict variables - family is more motivation.

Previous research suggested that academic burnout is more prevalent in female students than male students, so measurement and investigation of female academic burnout is more important. The purpose of the present study was to investigate the psychometric properties, specifically factor structure, of Maslach Burnout Inventory-Student Survey (MBI-SS) in Female University Students. To this end, 124 female psychology students who were at second semester of their education, were randomly selected, completed the research questionnaires. Principal component analysis (using varimax rotation and removing three items that had not significant factor loadings on their factors) have yielded three factors that accounted for 57.3 percent of scale variance. Confirmatory factor analyses revealed that three factor model had better fit with data than one factor model. Moreover, three factor model based on principal component analysis had better fit with data than original three factor model. Internal consistency of the questionnaire and three subscales were acceptable. Item-total correlations were ranged from. 33 to. 75 and significant. Other results showed a significant correlation between academic burnout scores and its subscales with quality of learning experiences and self efficacy indicating good validity of the scale. It could be proposed using of MBI-SS for measuring academic burnout in relevant settings such as educational environments and counseling centers.

The objective of the present paper is to determine the relationship between perfectionism, perceived stress and social support with academic burnout among the MBBS students. Hence, 200 students (120 girl and 80boys) were selected from amongst the MBBS students of the Ahvaz University of Medical Sciences through stratified random sampling. The data were collected through Cohen, et. al, Perceived Stress Inventory (1983); Stabor Positive and Negative Perfectionism Inventory (2007); Philips Social Support Inventory (PSSI) (1984) and Brosu, et.al. Academic Burnout Inventory (2007). The data were analyze by employment of Pearson correlation coefficient and hierarchical step-by-step multiple regression. The findings of the research indicate that perceived stress and incompatible perfectionism have significant positive relation with academic burnout, while compatible perfectionism and social support have significant negative relation with academic burnout. Also, the results of step-by-step multiple regression through hierarchical method indicate that perceived stress is the best predictor of student academic burnout. The results are compatible with previous studies and the variables can be good predictors of academic burnout.