The Effect of Academic Grades, Neuroticism and Self-Regulated Learning Strategies on Academic Burnout: Testing a Conceptual Model

Subject Areas : Educational

Shahram Vahedi ¹ , Touraj hashemi ² , Sina Shafiei Soork ³

1 - عضو هیأت علمی دانشگاه تبریز
2 - عضو هیأت علمی دانشگاه تبریز
3 - دانشجوی دکتری دانشگاه تبریز

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2014-12-22

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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