Volume 2, Issue 1 (March 2020)
IEEPJ 2020, 2(1): 13-23 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Poorgholamy F, Kazemi S, Barzegar M, Sohrabi N. (2020). Predicting Academic Burnout Based on Achievement Goals and Self-regulated Learning. IEEPJ. 2(1), 13-23. doi:10.29252/ieepj.2.1.13
URL: http://ieepj.hormozgan.ac.ir/article-1-156-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-156-en.html
1- PhD Student, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht
2- Associate Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht
3- Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht
2- Associate Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht
3- Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht
Abstract: (3479 Views)
The purpose of this study was to investigate the role of self-regulated learning and achievement goals in predicting academic burnout among 384 male and female students of Payam-e-Noor University of Shiraz in the 2018. The research method was correlational. Multi-stage random cluster sampling was used to select the sample. Finally, 204 female students and 180 male students were included in the study sample. Data collection was performed using the Pentrich and De Groot Self-regulated Learning Strategies Questionnaire, Middleton and Midgley Goal-Orientation Questionnaire, and Maslash Burnout Inventory. Structural Equation Modeling confirmed the good fit of the initial theoretical model with the data, and after modifying the model, excellent fit of the final model to the data was obtained. The results indicated self-regulated learning leads to students' motivational orientation and this can lead to long-term academic achievement and success or stress and burnout in students. In addition, the achievement goals have a critical role in predicting academic burnout because of its impact on the right or wrong approach of learning.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2019/08/21 | Accepted: 2019/11/26 | Published: 2020/03/26
Received: 2019/08/21 | Accepted: 2019/11/26 | Published: 2020/03/26
References
1. Alonso-Tapia, Jesús, & Panadero, Ernesto. (2010). Effects of self-assessment scripts on self-regulation and learning. Infancia y aprendizaje, 33(3), 385-397. [DOI:10.1174/021037010792215145]
2. Anderman, Eric M, & Patrick, Helen. (2012). Achievement goal theory, conceptualization of ability/intelligence, and classroom climate Handbook of research on student engagement (pp. 173-191): Springer. [DOI:10.1007/978-1-4614-2018-7_8]
3. Cam, Zekeriya, Deniz, Kaan Zülfikar, & Kurnaz, Arzu. (2014). School burnout: Testing a structural equation model based on percieved social support, perfectionism and stress variables. Egitim ve Bilim, 39(173).
4. Diehl, Manfred, Semegon, Angelenia B, & Schwarzer, Ralf. (2006). Assessing attention control in goal pursuit: A component of dispositional self-regulation. Journal of personality assessment, 86(3), 306-317. [DOI:10.1207/s15327752jpa8603_06]
5. Diseth, Åge, & Kobbeltvedt, Therese. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80(4), 671-687. [DOI:10.1348/000709910X492432]
6. Elliot, Andrew J. (2005). A conceptual history of the achievement goal construct. Handbook of competence and motivation, 16(2005), 52-72.
7. Elliot, Andrew J, & Moller, Arlen C. (2003). Performance-approach goals: Good or bad forms of regulation? International journal of educational research, 39(4-5), 339-356. [DOI:10.1016/j.ijer.2004.06.003]
8. Elliot, Andrew J, & Murayama, Kou. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of educational psychology, 100(3), 613. [DOI:10.1037/0022-0663.100.3.613]
9. Gailliot, Matthew T, Baumeister, Roy F, DeWall, C Nathan, Maner, Jon K, Plant, E Ashby, Tice, Dianne M, . . . Schmeichel, Brandon J. (2007). Self-control relies on glucose as a limited energy source: willpower is more than a metaphor. Journal of personality and social psychology, 92(2), 325. [DOI:10.1037/0022-3514.92.2.325]
10. Harackiewicz, Judith M, Barron, Kenneth E, Pintrich, Paul R, Elliot, Andrew J, & Thrash, Todd M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 49(3), 638-645. [DOI:10.1037/0022-0663.94.3.638]
11. Hashemi, Seyed Esmaeil, Savadkouhi, Sahar, Naami, Abdolzahra, & Beshlideh, Kioumars. (2018). Relationship between job stress and workplace incivility regarding to the moderating role of psychological capital. Journal of Fundamentals of Mental Health, 20(2), 103-112.
12. Hulleman, Chris S, Schrager, Sheree M, Bodmann, Shawn M, & Harackiewicz, Judith M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological bulletin, 136(3), 422. [DOI:10.1037/a0018947]
13. Kadivar, Parvin., Farzad, Wali., Kavousian, Javad., & Nikdel, Fariborz. (2007). Validation of the Pakran Educational Emotions Questionnaire. Journal of Educational Innovations, 8(32).
14. Keshavarzi, Mohammad Hasan, Safari, Elaheh, Shakarabi, Mehdi, Farahani, Kangrani, Reza, Ali, Taghavinia, Mansoureh, & Zabihi Zazoly, Atefe. (2019). The Effect of Teaching Cognitive Strategies on the Academic Achievement of Medical Students. Development Strategies in Medical Education, 6(2), 1-9 [In Persian]. [DOI:10.29252/dsme.6.2.1]
15. Kharrazi, Alinaghi, & Kareshki, Hossein. (2010). Self-regulated learning: the role of environmental perceptions and motivational beliefs. Psychological reports, 107(1), 303-317. [DOI:10.2466/01.11.14.20.PR0.107.4.303-317]
16. Lavasani, Masoud G, Malahmadi, Ehsan, & Amani, Javad. (2010). The role of self-efficacy, task value, and achievement goals in predicting learning approaches and mathematics achievement. Procedia-Social and Behavioral Sciences, 5, 942-947. [DOI:10.1016/j.sbspro.2010.07.214]
17. Liem, Arief Darmanegara, Lau, Shun, & Nie, Youyan. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary educational psychology, 33(4), 486-512. [DOI:10.1016/j.cedpsych.2007.08.001]
18. Linnenbrink-Garcia, Lisa, Tyson, Diana F, & Patall, Erika A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. Revue internationale de psychologie sociale, 21(1), 19-70.
19. Maslach, Christina, Schaufeli, Wilmar B, & Leiter, Michael P. (2001). Job burnout. Annual review of psychology, 52(1), 397-422. [DOI:10.1146/annurev.psych.52.1.397]
20. Mosadeghrad, AM. (2004). Relationship between nurses' knowledge about ergonomy and their job injuries. Journal of Shahrekord Uuniversity of Medical Sciences, 6(3), 21-32.
21. Nario-Redmond, Michelle R, Noel, Jeffrey G, & Fern, Emily. (2013). Redefining disability, re-imagining the self: Disability identification predicts self-esteem and strategic responses to stigma. Self and Identity, 12(5), 468-488. [DOI:10.1080/15298868.2012.681118]
22. Ocak, Gurbuz, & Yamaç, Ahmet. (2013). Examination of the relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Sciences: Theory and Practice, 13(1), 380-387.
23. Parker, Philip D, & Salmela-Aro, Katariina. (2011). Developmental processes in school burnout: A comparison of major developmental models. Learning and Individual Differences, 21(2), 244-248. [DOI:10.1016/j.lindif.2011.01.005]
24. Pekrun, Reinhard, Elliot, Andrew J, & Maier, Markus A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of educational Psychology, 98(3), 583. [DOI:10.1037/0022-0663.98.3.583]
25. Pietarinen, Janne, Pyhältö, Kirsi, Soini, Tiina, & Salmela-Aro, Katariina. (2013). Reducing teacher burnout: A socio-contextual approach. Teaching and Teacher Education, 35, 62-72. [DOI:10.1016/j.tate.2013.05.003]
26. Pines, Ayala, & Maslach, Christina. (1980). Combatting staff burn-out in a day care center: A case study. Child care quarterly, 9(1), 5-16. [DOI:10.1007/BF01555032]
27. Pintrich, Paul R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470. [DOI:10.1016/S0883-0355(99)00015-4]
28. Pintrich, Paul R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667. [DOI:10.1037/0022-0663.95.4.667]
29. Pintrich, Paul R, & De Groot, Elisabeth V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33. [DOI:10.1037/0022-0663.82.1.33]
30. Poirel, Emmanuel, Lapointe, Pierre, & Yvon, Frédéric. (2012). Coping with administrative constraints by Quebec school principals. Canadian journal of school psychology, 27(4), 302-318. [DOI:10.1177/0829573512461131]
31. Rostami, Zeinab, Abedi, Mohammad Reza, Schaufeli, Wilmar, Ahmadi, A, & Sadeghi, Amir Hossein. (2013). The psychometric characteristics of the Maslach Burnout Invertory-Student Survey-among students of Isfahan University. Zahedan Journal of Research in Medical Sciences (Majallah-i ta Qiqat-i Ulum-i Pizishki-i Zahidan), 15, 29-33.
32. Salkovsky, Merav, & Romi, Shlomo. (2015). Teachers' coping styles and factors inhibiting teachers' preferred classroom management practice. Teaching and Teacher Education, 48, 56-65. [DOI:10.1016/j.tate.2015.01.016]
33. Schunk, Dale H. (1989). Social cognitive theory and self-regulated learning Self-regulated learning and academic achievement (pp. 83-110): Springer. [DOI:10.1007/978-1-4612-3618-4_4]
34. Soini, Tiina, Pyhältö, Kirsi, & Pietarinen, Janne. (2010). Pedagogical well‐being: reflecting learning and well‐being in teachers' work. Teachers and Teaching: theory and practice, 16(6), 735-751. [DOI:10.1080/13540602.2010.517690]
35. Steel, Piers. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological bulletin, 133(1), 65. [DOI:10.1037/0033-2909.133.1.65]
36. Tikkanen, Lotta, Pyhältö, Kirsi, Pietarinen, Janne, & Soini, Tiina. (2017). Interrelations between principals' risk of burnout profiles and proactive self-regulation strategies. Social Psychology of Education, 20(2), 259-274. [DOI:10.1007/s11218-017-9379-9]
37. Urdan, Tim, & Schoenfelder, Erin. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of school psychology, 44(5), 331-349. [DOI:10.1016/j.jsp.2006.04.003]
38. Verešová, Marcela, & Malá, Dana. (2012). Stress, proactive coping and self-efficacy of teachers. Procedia-Social and Behavioral Sciences, 55, 294-300. [DOI:10.1016/j.sbspro.2012.09.506]
39. Wehmeyer, Michael L, & Shogren, Karrie A. (2017). Applications of the self-determination construct to disability Development of self-determination through the life-course (pp. 111-123): Springer. [DOI:10.1007/978-94-024-1042-6]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
