The purpose of this study was to design a model for student empowerment to reduce academic burnout in the agricultural higher education system in Iran. The statistical population was composed of 10 higher education experts in the qualitative phase. In the quantitative phase, 200 students were selected by the Krejci-Morgan table. The sampling method was purposive in the qualitative phase and random in the quantitative phase. The experts (participants) mentioned seven indices as the main factors for model evaluation. Furthermore, the relative coefficient value of each index was determined by the Analytic Hierarchy Process (AHP). Model fitting results showed that RMSEA was equal to 0.096, and as this value was less than 0.1, it indicated that the mean squared error of the model was applicable and the initial model was acceptable. Likewise, FIGFI, CFI, and NFI were more than 0.9, indicating that the measurement model of the indices was propitious. The model evaluation and the assessment of the difference between the means of indices illustrated that empowering students would have a significant impact on reducing academic burnout in the agricultural higher education system in Iran. The significance level was estimated at less than 0.01. The impact was B=0.46 for future orientation, B=0.51 for the level of access to information, B=0.52 for emotional exhaustion, and B=0.57 for depersonalization. پرونده مقاله

The main purpose of this study was to analyze the role of self-esteem dimensions on student’s achievement motivation. The statistical population consisted of MSc students in College of Agriculture and Natural Resources, University of Tehran (N=712). According to Cochran formula, 175 students were selected through quota sampling method. The instrument for data collection was a questionnaire which its validity was confirmed by a panel of experts. Its reliability was confirmed by Cronbach's alpha coefficients (α ≥0.7). The results of descriptive statistics showed that the amount of achievement motivation, global self-esteem, family self-esteem and social self-esteem found to be at a moderate level, whereas their educational self-esteem was found to be at a low level. The results of ANOVA showed that there are significant differences among students based on their levels of self-esteem and achievement motivation. Students with higher levels of self-esteem had achievement motivation more than others. Moreover, the results of logistic regression demonstrated that different aspects of self-esteem (including global self-esteem, social self-esteem and educational self-esteem) has a great ability to predict levels of students’ development. These factors explained 69.10 percent of the total variance. پرونده مقاله