جستجوی مقالات مرتبط با کلیدواژه « academic burnout » در نشریات گروه « علوم تربیتی »

The purpose of this research is to examine the challenges and reasons for the burnout of physical education students and their management in Diyala Province, Iraq. The current research is correlational in terms of method, applied in terms of purpose, and field in terms of location. The statistical population of this research is all physical education students in Diyala province of Iraq, who were selected as a sample out of 340 people and according to Cochran's formula, 181 people were selected as a sample. The sampling method was simple random research. The data collection tools in this research include three academic burnout questionnaires by Berso et al. (1997), Siraj's teaching quality questionnaire (2002) and the standard learning motivation questionnaire by Kashif et al. (2013). The reliability of Brusso's burnout questionnaire (1997) was calculated by its creators as 0.79, the quality of teaching by Siraj (2002) using Cronbach's alpha as 0.76, and the learning motivation by Kashif et al. (2013) as 0.82. Data analysis is in two parts, descriptive statistics (mean and median, etc.) and inferential statistics (Pearson correlation test and regression, etc.), which were analyzed by SPSS23 software. The research results showed that there is a direct and significant relationship between academic burnout, teaching quality and learning motivation. Also, there is a positive and significant relationship between learning motivation and teaching quality. It seems that by increasing the favorable relationship between professors and students, as well as increasing the quality of professors' teaching, and as a result, increasing the academic motivation of physical education students, it is possible to overcome their academic burnout.

The present study was conducted with the aim of comparing academic vitality, academic self-handicapping and academic burnout of primary school students in virtual and face-to-face education. The current research was of comparative causal type. The target society of the current research was formed by all the sixth-grade students of Birjand city in the academic year of 1400-1401. Among these 150 people, for each variable, 75 of the students who received face-to-face training and 75 of the students who followed the educational activities in the Shad educational network were selected by available sampling method. The research tools were Hossein Chari and Dehghanizadeh's academic vitality questionnaires (2013), Midgly's academic self-handicapping (2000) and Rostami et al.'s academic burnout (2013). Independent t-test was used to analyze data in SPSS-26 software. The findings of the research indicated that academic vitality was higher in students with face-to-face education; Also, the averages showed that academic self-handicapping was higher in students with virtual education, and in all components of academic burnout (emotional fatigue, doubt and pessimism, and inefficiency), its amount was higher in students with virtual education compared to face-to-face education (001/0>p). According to the findings of the research, despite the inevitable psychological benefits of virtual education, conducting extensive and deeper research in the field of comparing virtual and face-to-face education seems necessary.

Higher education always has challenges. One of the most important challenges is the increase in graduate students' academic years. This study aimed to investigate the scientific aspects of the issue of increasing students' academic years.

This research was conducted at the Ferdowsi University of Mashhad as a target population, and the data were collected from a systematic analysis and study of the statements of graduate students (15 people), university professors (10 people), and relevant authorities (2 persons). The research method is content analysis. Semi-structured interview technique was used to collect data.

Research findings in educational-research and structural dimensions were developed separately from basic sciences, humanities, and engineering faculties. The findings show that the increase in the academic years of students in the field of education-research issues occurs due to problems around thesis, educational units, paper compilation, and professor-student communication. Also, in the structural dimension factors such as university regulatory rules, professors' expertise, research and laboratory facilities, financial discussions of projects, and interdisciplinary projects are the cause of delays in education.

The increase in academic years is due to various factors at micro and macro levels and its consequences are equally variable. In this regard, structural factors are considered very important from the viewpoint of professors and students and make university trustees focus more on this issue. For this purpose, solutions including the formation of a consultative working group of professors and students, greater interaction of faculties with the counseling center, allocation of financial credit for the project at the beginning of work, etc have been presented so that managers can pay attention to their decisions and implementation of their plans.

The purpose of the current research is to identify learning strategies from a metacognitive perspective and to investigate its effect on academic self-efficacy, procrastination and academic burnout of male students of the second year of high school in the period of Corona virus. The method of research was mixed (quantitative and qualitative) and of the type of multi-group pre-test and post-test (extended experiment). In the qualitative stage, the statistical population included teachers and principals of junior high schools of Rasht, and in the quantitative stage, the population included all male students of junior high schools in the second district of Rasht in the academic year of 1401-1400 (N=500). Two schools were selected from the mentioned population via multi-stage cluster sampling (after checking the homogeneity of the classes). Fifty individuals from two homogeneous classes were selected randomly selected and were randomly assigned as the experimental and control groups (each containing 25 people). It can be stated that according to the covariance value in the academic self-efficacy variable (sig=0.00, F=36.97), this variable is significant. Also, it can be stated that the experimental group had a significant change in academic procrastination compared to the control group under the influence of the intervention (analysis of covariance in the variable of academic procrastination (sig=0.00, F=25.71)) that is, the development of learning strategies from a meta-cognitive perspective is effective on the academic procrastination of male students. Also, according to the results obtained from the analysis of covariance in the variable of academic burnout, which is (sig=0.00, F=30.42), it can be claimed that the experimental group had a significant change in academic burnout compared to the control group under the influence of the intervention. Thus, formulating learning strategies from a metacognitive perspective is effective on the academic burnout of students.

Students with special learning disabilities face a number of problems in their study process that require specific intervention programs. This study was conducted with the aim of developing and validating the acceptance and commitment education program and determining its credibility and efficiency on the level of stress, burnout and academic resilience of students with special learning disabilities. This study was a mixed study. First, a commitment and commitment training package was developed. After accreditation, during the design of several baselines with different subjects, 3 students with special learning disabilities were selected by available sampling method. The effectiveness of the Acceptance and Commitment Training Package was assessed in three phases (baseline, 8 sessions of treatment and follow-up), The data were collected using Samuel's resilience questionnaires, school burnout, and Gadzella's academic stress. Data were analyzed by visual drawing. The results of the visual analysis of the data showed that the "Acceptance and Commitment Training" program has sufficient validity and is effective in reducing stress and academic burnout and increasing the academic resilience of students. Due to the validity of this program and its effectiveness on different educational variables in the group of students with special learning disabilities, this study provides a basis for examining the effectiveness of this program on other psychological variables in different groups of students with special needs. It does.

This study aimed to investigate the effectiveness of emotional self-regulatory training on academic burnout, learning anxiety and study habits in female high school students of Kermanshah. The design of this study was a semi-experimental one involving pretest-posttest and follow-up, as well as experimental and control groups. Statistical population of the study was female 16-19 year old students in a high school in Kermanshah in 2021- 2022. The studied sample included 30 students who were randomly selected, 15 were in the experimental group and 15 in the control group. Data were collected using Burnout Inventory Student Survey Berso's (MBI-SS, 2007), Pekrun's Academic Excitement Questionnaire (AEQ, 2006) and Palsane and Sharma's Study Habit Questionnaire (PSSHI, 1989). Data analysis was conducted with repeated measure of ANOVA, Bonferron's post hoc test and SPSS 22 software. The results showed that there is a significant difference in academic burnout (F = 20.02, p<0.05), learning anxiety (F = 5.98, p<0.05) and study habits (F = 34.98, p<0.05) between the experimental and control groups. Also, there is a significant difference between pretest with posttest and follow-up of all the three variables in the experimental group (p<0.05), which indicates the effectiveness of emotional self-regulatory training. According to the findings, the emotional self-regulatory training can be suggested as an effective way and a useful intervention in improving academic burnout, learning anxiety and study habits in high school females.

The current study was conducted with the aim of the effectiveness of the educational package to reduce academic burnout on the goal selection of the direction and academic cohesion of the female students of the second year of high school. The experimental research method was a pre-test-post-test design with a control group. The statistical population of this research included all the female students of the second year of secondary school in Ardabil city in the academic year of 2001-2001. Using simple random sampling method, 40 students were selected as a statistical sample and two groups of 20 students (experimental and control) were assigned. For the experimental group, 10 sessions of 90-minute intervention training package to reduce academic burnout were provided. In order to collect data in the pre-test and post-test stages, academic burnout questionnaire, direction goal selection questionnaire and academic cohesion questionnaire were used. Data analysis was analyzed by multivariate analysis of covariance. The findings showed that the educational program to reduce academic burnout had a significant effect on improving goal setting (P < 0.01) and increasing academic cohesion (P < 0.01) of girl students in the second year of high school.

The present study was conducted with the aim of the relationship between academic identity and students' academic burnout with the mediating role of goal orientation. The study method is correlation of the path analysis type and the statistical population was students studying in the academic year of 2022-2023 in Iran and 350 people were selected with the available sampling method and the goal orientation questionnaires of Midgley et al. (1998), the merits of academic identity by Vaz and Isaacson (2008) and completed the general form of Maslach academic burnout. Research data were analyzed using SPSS and Lisrel software and descriptive statistics, Pearson correlation coefficient and path analysis. The test results of the initially proposed model indicated that this model was not suitable. With the adjustments made, the general index confirmed the general fit of the model. (χ2/df = 3.18, RSMEA = 0.08, GFI = 0.97, AGFI = 0.94, CFI = 0.98). The results of the model confirmed in the present study indicate that only mastry goal orientation has been able to play a meaningful mediating role for the relationship between moratorium and successful academic identities and academic burnout.

The aim of this study is to explain the mediating role of cademic engagement in the relationship between academic orientation and academic burnout. The research method has been applied in terms of purpose and descriptive and correlational in terms of nature and method. The statistical population of this study included all secondary students of Eghlid city. To determine the sample size, 120 students were selected based on multi-stage cluster random sampling. The data collection tools in this study included 3 Rio study conflict questionnaires, academic burnout by Berso et al., AilQ Target Orientation (AGQ) and McGregor, which confirmed the validity and reliability of the tools. The results of simple linear regression analysis and hierarchical regression indicated that: academic burnout can be predicted by the direction of the educational goal in the opposite direction; academic burnout can be predicted by the conflict of the educational goal in the opposite direction; Direct direction is predictable; the significant mediating role of academic engagement in the relationship between academic orientation orientation and academic burnout was confirmed.

One of the important priorities of Iran's educational society is the academic progress of students. The purpose of the current research is to design an educational model to reduce academic burnout in female secondary school students.

The research method of the current study is a documentary method (systematic review). The statistical population of the current study includes all articles related to academic burnout that were published in Iran between 2011 and 2021.

After reviewing articles related to academic burnout in the second year of high school in girls, 27 related intervention articles were analyzed as a sample. The educational package to reduce academic burnout was designed in 10 sessions (4 general goals, 10 specific goals, home practice and specific practical and strategic implementation methods). The design of the educational package was developed based on cognitive skills, stress management skills, academic skills and communication skills to reduce academic burnout. The content validity of the educational package was checked and confirmed by 12 experts in the field of psychology using the content validity questionnaire.

The final form was prepared and prepared for training in the meetings. It is suggested that educational counselors, psychologists, schools and educational institutions use the educational package to reduce academic burnout in their programs.
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The purpose of this study was to investigate the effectiveness of hope training on academic engagement, academic burnout and academic optimism in students with learning disorder.

This study was a semi-experimental design with pretest-posttest, control group and follow-up period. The study population consisted of all students referring to the Center for Learning Disabilities of Boushehr Province. The research sample consisted of 40 students who were selected by available sampling method and randomly assigned to the two groups of experimental and control. The measurement tools were Academic Engagement, Academic Burnout and Questionnaire. The experimental group received 9 sessions (60 minutes each) of group training of Snyder's Theory of Hope Protocol. For statistical data analysis, mixed variance analysis with repeated measures design was used.

The results showed that hope training had an effect on academic engagement (p≤0/001), academic burnout (p≤0/001) and academic optimism (p≤0/001) in students with learning disorder. This effect remained unchanged in the two-month follow-up phase.

Hope training, as an effective and functional intervention, could be used to improve academic engagement, academic burnout and academic optimism in students with learning disorder.

The purpose of this study was to investigate the mediating role of perception of creative educational environment and academic procrastination in the relationship between academic stress and academic burnout. This research adopted a correlational design and used structural equation modeling to analyze the relationship between the variables. The population of this study included all students of senior high schools in Sanandaj in the academic year 2018-2019. Of these students, 250 students were selected as the study sample using a random multistage cluster sampling method. The participants were asked to fill out the following questionnaires: creative educational climate, academic procrastination, academic burnout, and academic stress. Data analysis was performed using structural equation modeling, SPSS (version 22), and AMOS (version 24). The results showed that the research model provided the optimal fit to the data. Furthermore, the results showed that while academic procrastination had a positive and significant direct effect on academic burnout, academic stress and creative educational environment did not have a significant effect on academic burnout. Creative educational environment had a significant negative effect on academic procrastination, but academic stress had no significant direct effect on academic procrastination. Also, academic stress had a negative and significant direct effect on the creative educational environment. Regarding the indirect effects, the results showed that academic stress had an indirect effect on academic burnout through the mediating role of creative educational environment and academic procrastination. However, academic stress did not have an indirect effect on academic procrastination through the mediating role of creative educational environment. Also, creative educational environment had an indirect effect on academic burnout through the mediating role of academic procrastination. According to the obtained results, by reducing academic stress and creating a creative educational climate, procrastination can be improved and academic burnout among students can be reduced.

The aim of the present study was to investigate the relationship between personality traits and coping styles with academic burnout: the mediating role of academic procrastination in female high school students in Kerman. The research is a correlational design and the sample group was 498 students of arithmetic and God-fearing schools in the academic year of 2019-2020 who were selected by multi-stage cluster sampling method. The tools used in this study included Maslash burnout list (2002), Andler and Parker stress coping style list (1990), Neo personality traits list (1992), and Solomon and Roth Bloom's list of academic procrastination (1994). Indirect path of personality traits (extraversion / introversion (-0/31), neuroticism (0/301), openness to experience (-0/25), adaptation (-0/23), conscientiousness (-0/21)) is significant through academic procrastination on burnout plus the indirect path of style (p<0/001). Coping with stress (problem-oriented (-0/32), emotion-driven (0/30), social engagement, and distraction (-0/19)) is significant through academic procrastination on burnout (p<0/001). Therefore, since people use stress coping styles according to their personality traits and characteristics, teaching stress coping strategies and skills to people with personality traits (extroversion, introversion). Neuroticism, conscientiousness and adaptation and openness to experience) in addition to reducing academic procrastination is also effective in reducing academic burnout.

The purpose of this study was to examine the level of academic burnout experienced by student teachers at Farhangian University and explore factors that influenced it, during the COVID-19 pandemic. The research was conducted via a mixed approach using the explanatory sequential design. First, via quantitative approach and stratified sampling, all junior and senior student teachers (290 people) in Hashemi Nejad Campus responded to the standard Maslach Burnout Inventory-Students Survey. The questionnaire measures three dimensions of academic burnout, including emotional exhaustion, cynicism, and depersonalization as well as the feeling of lack of professional accomplishment. Then, via qualitative approach and intensity sampling, 25 student teachers were selected as participants for semi-structured interviews. Quantitative findings revealed that all almost of the student teachers (91.57 percent) reported emotional exhaustion over the last 2 years. Again, there is a significant relationship between student teachers’ academic burnout and their marital status, and habitat too. But, there was no significant relationship between student teachers’ academic burnout and their majors. In addition, there is a negative correlation between student teachers’ academic burnout and their GPA. Qualitative data were analyzed by thematic analysis (Ryan and Bernard, 2000). Qualitative findings revealed that the most important factors leading to academic burnout, include the structure and rules dominated over curriculum, the inadequacy of the existing syllabus for teaching and evaluation in the COVID-19 era, the quality of professors’ feedback, the lack of sense of presence in class, students intensive planning and lack of social support.

The aim of this study was to Comparison of the effectiveness of transtheoretical intervention for students with academic burnout with metacognition training on academic burnout in high school student in Isfahan city. In the present study, the research method was quasi-experimental and its design was pre-test-post-test with control group and follow-up period. The statistical population included male students with academic burnout in one of the schools of Isfahan in 1398. The sample of study 45 included students with academic burnout who were selected based on inclusion criteria and available and randomly. Three groups of 15 people, including the transtheoretical intervention group, the metacognition training group and the control group, were randomly assigned. The research tool was the academic burnout questionnaire (Bresso et al. 1997). The first two groups underwent transtheoretical intervention for students with academic burnout and teaching metacognition training and the control group did not receive any intervention. Then, post-test and follow-up groups were performed. Analysis of covariance was used to analyze the data. The results showed that there is a significant difference (p <0.05) between the effectiveness of transtheoretical intervention for students with academic burnout and teaching metacognition training on students with academic burnout.

The purpose of present study was to predict students 'academic burnout based on the class social context by mediating the students' behavioral and emotional participation of high school students in the first year of Miami in the academic year of 2018-19. From the viewpoint of purpose, this study is practical and from the viewpoint of gathering the data, this study is a type of descriptive-correlative studies. The statistical population includes all high school students in the first year of Miami )641 people (in the academic year of 2018-19. Participants included 240 students (130 female, 110 male) who were selected by random category sampling method. Findings showed that Classmate support, teacher support, behavioral and emotional participation have a direct, negative and significant effect on academic burnout. Teacher support by mediating emotional and behavioral participation has an indirect, negative and significant effect on students' academic burnout. Also, the support of classmates by mediating behavioral and emotional participation has an indirect, negative, and significant effect on students' academic burnout. However, the pressures in school and living environment cause academic burnout in students, but factors such as teacher and classroom support as well as emotional and behavioral engagement can greatly affect academic burnout.

The aim of this study was to predict the motivation of academic achievement through academic adjustment, academic burnout and test anxiety. The research method was correlational and based on structural equation modeling. The statistical population of this study included all male students studying in the secondary education of Fars nomadic education in the academic year of 2018-2019, whose number was estimated at 1400 according to the statistics of the Education Organization. 100 students were selected by purposive sampling. The instruments used in this study were Harter Academic Motivation questionnaire, Baker and Cyriac Academic Adjustment questionnaire, Muslesh Academic Burnout and Exam Anxiety Friedman et al. Descriptive statistics such as mean and standard deviation were used to analyze the data and inferential statistics such as Pearson correlation coefficient and structural equation modeling were used. The results showed that there was a significant relationship between academic burnout and test anxiety with academic achievement motivation. The results of structural equation modeling showed that the variables of academic burnout and test anxiety explain the variance of academic achievement motivation. While the variable of academic adjustment played a small role in predicting motivation for academic achievement; Therefore, students with lower academic burnout and test anxiety had better motivation for academic achievement than other students. It is also necessary to provide guidance and guidance in acquiring adaptation skills by providing the necessary information and knowledge to students.

The purpose of this study was to investigate the role of Quality of Educational Services on Academic Burnout Decrease of Higher Education Students by Research Capabilities Mediation.

Methodology of the research was quantitative, in terms descriptive-Correlation. The statistical population was postgraduate students at Razi University in the academic year of 2019-2020. Based on Kregci and Morgan table and using relative stratified random sampling method, 346 people were selected as the statistical sample. The sampling method was available method. To collect data, Quality of Educational Services Questionnaire of Parasouraman and et al (1985) (with reliability α = 0/97), Research Capabilities Questionnaire of Aryani and et al (1395) (with reliability α = 0/93) and Academic Burnout Decrease of Maslach (2002) (with reliability α = 0/74) was used. Validity of the tools was confirmed by the professors of education and psychology. Data were analyzed using two software’s Spss vs. 22 and lisrel. 8/50 and analyzed by structural equation modeling.

The results showed that the proposed model had suitable and the component of quality of educational services has a direct and indirect effect through the component of research capabilities on academic burnout decrease (P<0/05).

Improving the quality of educational services can be an effective step to help graduate part of universities to better meet student expectations, plan to improve their research skills and reduce academic burnout of students.