Showing 7 results for Academic Burnout
Mansooreh Azizzadeh Forouzi, Parisa Shahmohammadipour, Aazam Heidarzadeh, Lagha Dehghan, Zeynab Taheri,
Volume 16, Issue 0 (4-2016)
Abstract
Introduction: Burnout is a negative state of physical, emotional and mental exhaustion, accompanied by a deep sense of work failure. Therefore, it is necessary to identify factors influencing it. The purpose of this study was to investigate the relationship between the quality of learning experience and academic burnout and achievement among students of Kerman University of Medical Sciences.
Methods: This was a cross-sectional, descriptive and correlational research. The population included all students of Kerman University of Medical Sciences in 2014 from among 303 were selected randomly as the sample. Data collection tools were quality of learning experience and academic burnout questionnaires and the students’ GPA. A one-way ANOVA, independent samples t-test, post hoc test (Bonferroni and Dunnett) and Pearson and Spearman correlation coefficients tests were used to analyze the data.
Results: Mean scores of quality of learning experience and academic burnout were 32.82±6.78 (out of 60) and 43.90±7.57 (out of 75), respectively. The GPA of the sample was 16.37±1.47. A significant difference was found between the quality of learning experience scores and academic failure dimension of academic burnout (P<0.05, r=-0.23); however, it was not significantly correlated with academic achievement (P=0.83, r=0.012).
Conclusion: The findings indicated the necessity to improve learning conditions in universities so that students can have higher level learning experiences. Moreover, it is suggested that academic burnout, especially the self-efficacy dimension which was correlated with learning experience, be reduced.
Fatemeh Naseri, Hossein Kareshki,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: Since academic motivation is one of the most important factors in learners’ academic achievement, the purpose of this study was to investigate the effect of motivational beliefs (future orientation, task value and self-efficacy) on demotivation, academic achievement and academic burnout in students of Ferdowsi University of Mashhad (FUM) and Mashhad University of Medical Sciences.
Methods: This descriptive correlational study was performed on undergraduate students of FUM and Mashhad University of Medical Sciences in 2015-16 academic year. A number of 370 students were selected by convenience sampling method (220 from FUM and 150 from Mashhad University of Medical Sciences). Data gathering tools were General Self-Efficacy Scale (GSE), Valrand’s Academic Motivation Scale (AMS), Maslach academic burnout (MBI-SS) and future orientation and task value PISA 2006 questionnaire. Confirmatory factor analysis was used to assess validity. Results showed that the questionnaire has an acceptable fit. GPA was used to measure academic achievement. Data were analyzed using path analysis.
Results: Results showed that future orientation (p<0.05 and t=-3.27) and task value (p<0.05 and t=-4.00) were able to predict academic demotivation in the negative direction. General self-efficacy predicted students’ academic burnout in the negative direction (p<0.05 and t=-0.23) and demotivation predicted academic achievement in the negative direction (p<0.05 and t=-2.90).
Conclusion: Reinforcing motivation and motivational beliefs (future orientation, task value and self-efficacy) can enhance academic achievement and reduce the level of academic burnout.
Mohammad Hassan Seif,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: Researchers have realized that academic burnout has seriously negative impact on learning and promotion of learning efficiency which hinders universities from achieving their educational missions and goals. This study examined the factors affecting academic burnout among students of Shiraz University of Medical Sciences and Payam Noor University through a comparative casual model.
Methods: This descriptive correlational study was carried out on a sample of 174 students of Shiraz University of Medical Sciences and 260 students of Shiraz Payame Noor University; subjects were selected based on Cochran Formula through simple random sampling. Data collection tool was a battery of questionnaires consisting of Maslach Burnout Inventory-Student Survey, Elliot and McGregor achievement goal scale, Midgley self-efficacy scale and Schaufeli and Bakker academic engagement scale. The data were analyzed in Lisrel software using path analysis.
Results: Findings showed significant differences between the two universities in terms of the impact of academic goal orientation (t=2.76, p=0.01), academic self-efficacy (t=2.18, p=0.05) and academic engagement (t=2.60, p=0.01) on academic burnout. It was also found that academic goal orientation had significant indirect effects on academic burnout through academic self-efficacy and academic engagement. In the two samples, Findings indicated that the proposed conceptual model had a good fit
Conclusion: Given the increasing trend of academic burnout in academic settings and the decisive role of academic goal orientation, academic self-efficacy and academic engagement, universities should provide an appropriate environment to enhance self-efficacy and change mastery goal orientation in students’ learning and therefore, pave the way for promoting learning and reducing academic burnout.
Abdolhussein Shakurnia, Mahdi Tavalla, Maryam Aslami, Hussein Elhampour,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Defining the factors influencing the students’ academic failure and timely identification of high-risk students, one can prevent the loss of money and manpower. The purpose of this study was to explore the educational and psychological characteristics of students as predictors of students’ academic failure in Ahvaz University of Medical Sciences
Methods: This cross - sectional case-control study was conducted on 73 failed and 73 non-failed students in the academic year 1396. To collect data, seven questionnaires including Kolb's learning styles, Rosenberg self-esteem, academic burnout, self-efficacy, life satisfaction, spiritual well-being and academic stresses were used. These standard questionnaires had a good validity and reliability. Data were analyzed using synchronous and step-by-step manner, and in the accreditation section, using Cronbach's alpha and confirmatory factors analysis.
Results: The mean and standard deviation of failed and unfailed students' age was 22.11±3.03 and 21.67±3.32 years, respectively. 33 (45.2%) of the failed students were female and 69 (94.5%) were single. Educational variables were the average grade of the diploma and the quota of the exam and the psychological variables of educational conditions, religious health and converging learning style in predicting group membership had a role, and none of the other variables had any role in predicting group membership in a step-by-step approach.
Conclusion: Regarding the role of some variables as the main factors influencing the students’ academic failure, it seems indispensable to prevent students' academic failure by identifying students at risk and adopting supportive approaches to their vulnerability
Farhad Tanhaye Rseshvanloo, Hadi Samadiye, Hossein Kareshki, Mrs Melika Manouchehri, Mina Alizade,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Academic burnout characterized by fatigue due to study requirements, pessimistic feelings, and attitudes toward subjects, poor academic achievement, decreased competence, and some depressive symptoms and can influenced by individual and contextual factors. The purpose of this study was to examine the structural relationships between perceptions of parents, basic psychological needs and academic burnout about students within the framework of self-determination theory.
Methods: In this descriptive-correlational study, the population consisted of undergraduate students of Mashhad University of Medical Sciences in the academic year 2017-2018. From this population, 400 individuals selected by multistage random sampling. Data collected through Robbins`s perception of parents scale, Gagné` s Basic Needs satisfaction General Scale, and Maslach` s Burnout Inventory-Student Survey. Descriptive indices and Structural Equation Modeling was used for data analysis. Descriptive indices and structural equation modeling was used for data analysis. Data were analyzed using SPSS.25 and AMOS.24 .
Results: The results showed that perceptions of maternal and paternal parenting due to their basic psychological needs had an indirect and significant effect on students' academic burnout (P≥0.01). The structural model also had a good fit (c2/df=2.61; AGFI=0.91; GFI=0.95; CFI=0.96; NFI=0.93; TLI=0.94; RMSEA=0.06) and it can explain 54% of students' academic burnout variance.
Conclusion: Based on the findings of this study, it seems that providing a family-friendly environment with parental support, establishing warm and intimate relationships and having expectations appropriate to the abilities of the children, will help to satisfy their basic psychological needs and ultimately promote their academic adjustments.
Majid ُsadoughi, Najmeh Eskandari,
Volume 23, Issue 0 (3-2023)
Abstract
Introduction: Academic burnout has significant negative consequences for students. Accordingly, identifying inhibiting factors is of particular importance. The purpose of this research was to investigate the mediating role of academic grit in the relationship between the academic self-efficacy and academic burnout in medical students.
Methods: The study was descriptive with a correlational design. The population consisted of all students of Kashan University of Medical Sciences, Iran, in academic years 2022-2023 among which 391 students were selected through the use of multistage sampling. The data collection instruments included Questionnaires of Midgley academic self-efficacy, Bresso et al.'s academic burnout and general grit of Duckworth and Quinn. The data were analyzed using Pearson's correlation coefficient and Structural Equation Modeling.
Results: The results revealed that academic self-efficacy directly predicts academic grit (p<0.01, ß=0.63) and the direct effect of academic self-efficacy on students' academic burnout is negative and significant. (p<0.01, β=0.31). Besides, academic self-efficacy could indirectly affect academic burnout through academic grit. (p<0.01, ß=0.29). This way, it can be inferred that academic grit plays a mediating role in the relationship between academic self-efficacy and academic burnout.
Conclusion: Strengthening students' academic self-efficacy can increase their academic stability and thus help to reduce their academic burnout. Therefore, it is suggested to pay attention to the improving of self-efficacy and academic grit in educational programs.
Farkhondeh Mehboodi, Reza Nemati, Arman Zareei, Nasrin Kheibar,
Volume 24, Issue 0 (5-2024)
Abstract
Introduction: The challenges in students' life can provide sources of stress and excessive anxiety for them, which often leads to academic burnout, health problems, poor performance, dropping out of school, and even suicide. Considering the effects of anxiety and burnout in different aspects of life, it is important to investigate and reduce these factors. Moral intelligence is one of the factors that can help in proper adaptation and sustainability of students' social life in the long term. Therefore, this study was endeavored to investigate the relationship between moral intelligence and academic burnout and state/trait anxiety.
Methods: This descriptive-correlational study was conducted with the 670 students of different fields of medical sciences in Bushehr who were included using the complete enumeration method. Data were collected using four questionnaires of demographic characteristics, modified Maslach academic burnout, Spiel Berger State/Trate anxiety, and Kiel & Lennick moral intelligence.
Results: The findings indicated that moral intelligence has an inverse and significant relationship with the level of academic burnout and the level of overt/hidden anxiety (P<0.001). Besides, a direct and significant relationship was observed between academic burnout and the level of state/trait anxiety (P<0.001).
Conclusion: Based on the findings moral intelligence can act as a protective factor against academic burnout and state/trait anxiety during academic life. Therefore, the attention of higher education authorities to develop the moral intelligence of students can help improve their mental health and academic performance.
