The Effect of Academic Grades, Neuroticism and Self-Regulated Learning Strategies on Academic Burnout: Testing a Conceptual Model
Subject Areas : Educational
Shahram Vahedi
1
(عضو هیأت علمی دانشگاه تبریز)
Touraj hashemi
2
(عضو هیأت علمی دانشگاه تبریز)
Sina Shafiei Soork
3
(دانشجوی دکتری دانشگاه تبریز)
Keywords: college students, Academic grades, academic burnout, self-regulated learning strategies, Neuroticism,
Abstract :
This descriptive study investigated the effect of Academic grades, neuroticism and self-regulated learning strategies on academic burnout to test a theoretical model. The statistical population consisted of all undergraduate students from Azad University-Ashkezar branch (1162 people). Sample of 290 students were selected using cluster sampling. Data were collected by neuroticism scale (McCrae & Costa, 1992), Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990) and academic burnout inventory (Bresó, Salanova & Schaufeli, 2007) and were analyzed by simple correlation and path analysis. Our results, consistent with the hypotheses showed that grades (P < 0.05) and neuroticism (P < 0.01) positively and self-efficacy (P < 0.01), intrinsic value (P < 0.01) and self-regulation (P < 0.05) negatively affect academic burnout. Also neuroticism (P < 0.05), self-efficacy (P < 0.01) and intrinsic value (P < 0.05) affect academic burnout via mediator variable of self-regulation. In total, 58% of the variance of academic burnout was explained by those variables.
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