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 b
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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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