Discrimination of Students with High and Low Academic Burnout on The Basis of Test Anxiety, Alexithymia and Academic Achievement

One of the problematic factors in the field of education and learning is academic burnout. The aim of the present study was the discrimination of students with high and low academic burnout on the basis of test anxiety, alexithymia and academic achievement.

Method present study was causal-comparative. The population consisted of all male and female students studying in Azarbaijan Shahid Madani University in the 2016-2017 academic year that according to Krejcie and Morgan table, 360 students were selected by multistage cluster sampling method. For data collection from questionnaires Maslach academic burnout inventory (2002) and anxiety test of Friedman (1997), Toronto alexithymia scale and the first-semester average of students used. Data were analyzed using software 16 spss and statistical test discriminant function analysis.

Discriminant analysis results showed one significant discrimination function that the according to this function test anxiety was the highest possible power distinction between two groups of students. Next distinctive variables the groups, were alexithymia and academic achievement. Also, the results of the discriminant analysis showed that most students with low academic burnout were correctly distinguished from the student with the highest percentage of detection (78/1%) and 78% of the students in the two groups according to the resulting function was properly reclassified. The results of this reclassification show the ability of these variables in the distinction between students with different academic burnout levels.

In educational programs for the prevention and reduction of academic burnout among students to test anxiety, alexithymia and academic achievement require more attention.