Omolbanin Rahdar; Azizollah Arbabisarjou; Somayeh Shahroudi
Abstract
Background Paying attention to students’ academic burnout and identifying the factors affecting it is one of the concerns of higher education authorities. Objectives The purpose of this study was to investigate the effect of quality of educational services and happiness on students’ academic ...
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Background Paying attention to students’ academic burnout and identifying the factors affecting it is one of the concerns of higher education authorities. Objectives The purpose of this study was to investigate the effect of quality of educational services and happiness on students’ academic burnout. Methods In this descriptive-analytical study, 477 students of Zahedan University of Medical Sciences participated in the academic year 2017 - 2018. The sampling method was stratified. Data were collected using the SERVQUAL Questionnaire, Isfahan-Fordyce Happiness Inventory (IFHI) and Breso Burnout Questionnaire. Then, they were analyzed by Pearson’s correlation coefficient, independent -test, One-way ANOVA and Multiple linear regression using SPSS. P value less than 0.05 was considered significant. Results According to Pearson correlation coefficient, there was a significant relationship between students' happiness and academic burnout (P < 0.001), but there was no significant relationship between the quality of educational services and academic burnout (P = 0.060). The level of academic burnout was higher in male students than in female students (P = 0.003). Multiple linear regression analysis showed that only the students’ happiness variable significantly predicted variations in academic burnout (P = 0.001). Conclusions In order to reduce students’ academic burnout, effective factors such as happiness should be considered by the respective authorities and educational packages should be used to promote happiness and increase the quality of educational services.
Majid Sadoughi; Amene Markoubi
Abstract
Background Academic burnout has several negative consequences such as decreased motivation, academic eagerness, and achievement among students. Objectives The current study aimed to investigate the relationship between basic psychological needs and academic burnout. Methods The current descriptive-correlational ...
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Background Academic burnout has several negative consequences such as decreased motivation, academic eagerness, and achievement among students. Objectives The current study aimed to investigate the relationship between basic psychological needs and academic burnout. Methods The current descriptive-correlational study was conducted among 233 students of Kashan University of Medical Sciences (140 females and 93 males) selected through stratified multistage sampling in the second semester of the 2016 - 2017 academic year. The participants responded to Breso Academic Burnout and Gagné Basic Psychological Needs questionnaires and provided their demographic information. Data were analyzed using SPSS (Version 22) using canonical correlation analysis. Results There was a significant negative correlation between academic burnout and autonomy (r = -0.296, P < 0.01), competence (r = -0.548, P < 0.01), and relatedness (r = -0.290, P < 0.01) needs. Canonical correlation coefficient was 0.61. The results of canonical analysis showed only one significant set of basic psychological needs and components of burnout. In addition, as psychological needs, especially the competence need, were satisfied more, the probability of academic burnout, especially in the academic inefficacy dimension, as the main component of academic burnout, was reduced. Conclusions The fulfillment of basic psychological needs, especially competence need, plays an important role in preventing academic inefficacy among students. Fulfilment of basic psychological needs in educational programs could be a protective factor against students' academic burnout and improve their academic performance.
Taraneh Enayati; Fatemeh Rastegar Tabar
Abstract
Background and Objectives Thoughts and behaviors of university students are influenced by their expectations from the university and their perception of the university environment. If these expectations are not met, they may even consider quitting the university. The current study evaluated the relationship ...
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Background and Objectives Thoughts and behaviors of university students are influenced by their expectations from the university and their perception of the university environment. If these expectations are not met, they may even consider quitting the university. The current study evaluated the relationship between students’ attitude toward the university and academic burnout, and examined the mediating role of academic procrastination. Methods The current cross sectional study was conducted on 384 students of Mazandaran University of Medical Sciences and Islamic Azad University, Sari Branch, who were selected using stratified random sampling based on the location of the university. The sample size was determined based on the specific population of the community. Data were collected using a standardized questionnaire on students’ attitude toward the university developed by Weinstein et al., which assessed their perception, expectations, emotions, and knowledge (PEEK). Additionally, the academic procrastination scale developed by Sevari, and the academic burnout questionnaire by Breso et al. were used. Data were analyzed using the independent t test, correlation coefficient test, and the path analysis method using repeated-measure regression models. Results A significant correlation was observed between the students’ attitudes toward the university and their academic procrastination (r = 0.298) and academic burnout (r = 0.491). There was significant relationship between the students’ attitudes toward the university and their academic burnout mediated by two dimensions of procrastination: intentional and mental and physical fatigue (P value < 0.05). Further, a comparison of the studied variables between the students of Mazandaran University of Medical Sciences and Islamic Azad University, Sari Branch, indicated significant differences in the students’ academic and personal aspects, in their attitude toward the university, and in their academic failure component as a factor of academic burnout; but no significant difference was observed regarding the other studied variables. Conclusions To promote the academic performance and psychological well-being of students, more attention should be paid to improving their attitudes toward the university in order to reduce and avoid academic procrastination and burnout.
Somayeh Kamalpour; Mansoureh Azizzadeh-Forouzi; Batool Tirgary
Volume 13, Issue 5 , January 2017, , Pages 476-487
Abstract
Background & Objective: Nurses experience numerous stressors Nursing students despite their limited experience are forced to face many stressors and this will cause academic burnout among them Resiliency has a key role in the reduction of negative consequences and increasing of positive consequences ...
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Background & Objective: Nurses experience numerous stressors Nursing students despite their limited experience are forced to face many stressors and this will cause academic burnout among them Resiliency has a key role in the reduction of negative consequences and increasing of positive consequences of stress and thus can impact academic burnout This study was performed to determine the relationship between resiliency and academic burnout in nursing students of Kerman University of Medical Sciences Iran Methods: This descriptivecorrelational study was conducted on 161 nursing students Demographic characteristics form the ConnorDavidson Resilience Scale (CDRISC) and Academic Burnout Questionnaire (Breso et al) were used to collect data The results were analyzed using Pearson correlation coefficient independent ttest and ANOVA in SPSS software P < 005 was considered as the significant level Results: In this study 154 (957%) participants were 1924 years old of whom 627% were women and 373% were men The mean scores of academic burnout and resiliency were 4156 ± 865 and 6632 ± 1157 respectively The results of Pearson correlation coefficient indicated an inverse statistical correlation between academic burnout and resiliency (r = 026 P = 0001) Conclusion: In the present study a significant relationship was observed between academic burnout and resiliency among nursing students of Kerman University of Medical Sciences Students with higher resiliency reported lower academic burnout
Mohammad Hassan Seif; Ahmad Rastegar; Raheleh Ershadi; Saeed Mazloumian
Volume 13, Issue 4 , November 2016, , Pages 361-374
Abstract
Background & Objective: There has been growing recognition that medical students interns residents and practicing physicians across many specialties are prone to burnout with recent studies linking high rates of burnout to adverse mental health issues The aim of this study was to examine factors ...
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Background & Objective: There has been growing recognition that medical students interns residents and practicing physicians across many specialties are prone to burnout with recent studies linking high rates of burnout to adverse mental health issues The aim of this study was to examine factors affecting academic burnout among medical students and investigate the association between achievement goals and its dimensions academic selfefficacy and academic procrastination in the form of a causal model Methods: For this purpose 174 students (98 in the clinical stage and 76 in the preclinical stage) of Shiraz University of Medical Sciences (Iran) were selected based on Cochrans Formula and through simple random sampling The data collection tools consisted of the Maslach Burnout InventoryStudent Survey (MBISS) Achievement Goal Questionnaire (Elliot and McGregor) Academic SelfEfficacy Scale (Midgley et al) and Academic Procrastination Scale (Savari) To analyze the data path analysis and the Pearson correlation coefficient were used Results: The resulting path models indicated that academic burnout had significant negative relationships with mastery achievement goal performanceapproach and academic selfefficacy but it had significantly positive relationships with academic procrastination and performanceavoidance It was also found that achievement goals had impact on academic burnout through academic procrastination and selfefficacy The explained variance of academic burnout was 061 Conclusion: It was found that achievement goals and academic selfefficacy had significant effects on academic procrastination and burnout Thus it is suggested that those involved in education provide the students with situations in which they can achieve a higher sense of empowerment in learning so that they become more engaged in their academic work and be less likely to experience burnout
Rahmatolah Marzooghi; Masoomeh Heidari; Elham Heidari
Volume 10, Issue 3 , October 2013, , Pages 328-334
Abstract
Background & Objective: The equality and educational justice in educational environment can be effective in students morale and academic performance The aim of present study was considering the impact of educational justice on students academic burnout Methods: This was a crosssectional descriptive ...
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Background & Objective: The equality and educational justice in educational environment can be effective in students morale and academic performance The aim of present study was considering the impact of educational justice on students academic burnout Methods: This was a crosssectional descriptive analytical study The sample included 210 students of the University of Social Welfare and Rehabilitation Science Tehran Iran selected by nonprobability quota sampling Research instruments included Educational Justice (Golparvar 2010) and Academic Burnout (Berso et al 1997) Questionnaires both had desirable reliability and validity Results: There was no significant difference between the male and female students perceptions of educational justice in the university In addition there was no significant difference between male and female students in the level of academic burnout Improve educational justice reduced burnout dimensions (emotional exhaustion apathy and inefficiency of school education) Conclusion: Based on the results improve educational justice can be associated with lower rates of students academic burnout Thus university authorities should consider creating equal educational opportunities
