Volume 2, Issue 1 (March 2020)
IEEPJ 2020, 2(1): 13-23 |
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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: (2865 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
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