The relationship between mindfulness and academic burnout and academic self-regulation among high school students: the mediating role of perceived support from the teacher.
Subject Areas : EducationMahnaz edalatpanah 1 , Mahnaz Salehi 2 , yaghoob lohrabi galeh 3
1 - Department of psychology, Hasht behesht Higher Education Institute, Esfahan, Iran
2 - 1.A. Graduated, Hasht Behesht Higher Education Institute, Esfahan, Iran.
3 - Cultural and Art and Education expert advice
Keywords: mindfulness, academic burnout, academic self-regulation, perceived support from the teacher, students.,
Abstract :
Introduction: The present study was conducted with the aim of investigating the relationship between mindfulness and academic burnout and academic self-regulation among high school students with the mediating role of perceived support from. research methodology: The method of this research was descriptive-correlative in nature and practical in terms of purpose. The statistical population studied in this research was 2200 female high school students of Shahrekord, of which 327 were selected using Morgan's table. In order to measure the data in this research, the questionnaires of Salmela Aro and Natanen (2005), Perceived teacher support by Berman and Yang (2014), five-faceted questionnaires (Bauer, Smith, Hopkins, Kritmeyer and Toni (2006) and self-regulation of riding and Arabzadeh (2012) Structural equation modeling was used to test the proposed hypotheses. Findings: Among the research constructs, perceived teacher support had the highest average and academic self-regulation had the lowest average. Also, academic burnout has the highest standard deviation and teacher's perceived support has the lowest standard deviation, and mindfulness has a direct effect on academic burnout Conclusion There is a significant relationship between mindfulness and academic burnout of secondary school students. Also, there is a significant relationship between mindfulness and academic self-regulation of high school students. On the other hand, it was found that the perceived support of the teacher plays a mediating role in the relationship between mindfulness and academic burnout of secondary school students.
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