Strides in Development of Medical Education

Strides in Development of Medical Education

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Indexing and Abstracting

Journal Team

Editorial Policy

Peer Review Process

Publication Ethics

Journal Metrics

Causal Model of the Association between Academic Burnout and Achievement Goals: The Intermediating Role of SelfEfficacy and Procrastination

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, School of Educational Sciences & Psychology ,Payame Noor University, Tehran, Iran .

2 MSc in Educational Sciences, Department of Educational Sciences, Payame Noor University of Tehran, Tehran, Iran

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 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

Keywords

References
  1. Masten R, Tusak M, Zalar B, Ziherl S. Stress, coping and social support in three groups of university students. Psychiatr Danub. 2009; 21(1):41-8.
  2. Ruotsalainen JH, Verbeek JH, Mariné A, Serra C. Preventing occupational stress in healthcare workers. Sao Paulo Med J. 2016; 134(1):92.
  3. Van Bogaert P, Kowalski C, Weeks SM, Van Heusden D, Clarke SP. The relationship between nurse practice environment, nurse work characteristics, burnout and job outcome and quality of nursing care: a cross-sectional survey. Int J Nurs Stud. 2013;50(12):1667-77
  4. Bowers ML. (dissertation). Burnout among undergraduate athletic training students. California: California University of Pennsylvania. 2012.
  5. Galanakis M. Factorial Structure and Psychometric Properties of the Maslach Burnout Inventory (MBI) in Greek Midwives. Europe’s Journal of Psychology. 2009; 5(4): 52-70.
  6. Zhang Y, Gan Y, Cham H. Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling Analysis. Pers Individ Dif. 2007; 43(6): 1529-40.
  7. Shin H, Puig A, Lee J, Lee JH, Lee SM. Cultural Validation of the Maslach Burnout Inventory for Korean Students. Asia Pacific Educational Review. 2011; 12(4): 633–9.Çapri B, Gündüz B, Akbay SE. The Study of Relations between Life Satisfaction, Burnout, Work Engagement and Hopelessness of High School Students. International Education Studies. 2013; 6(11): 35-46.
  8. Palacio Sañudo JE, Caballero Domínguez CC, González Gutiérrez O, Gravini Gómez M, Contreras Santos KP. Relationship between burnout and coping strategies with GPA in university students. Universitas Psychologica. 2012; 11(2): 535-44.
  9. Wigfield A, Cambria J. Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review. 2010; 30(1): 1–35.
  10. Elliot AJ, McGregor HA. A 2 × 2 achievement goal framework. J Pers Soc Psychol. 2001; 80(3):501-19.
  11. Elliot AJ, Murayama K. On the measurement of achievement goals:  critique,  illustration,  and application.  J  Educational  Psychology.  2008; 100(3):  613-28.
  12.   Tuominen-Soini  H,  Salmela-Aro  K,  Niemivirta M.  Achievement  goal  orientations  and  subjective well-being:  A  person-centered  analysis.  Learning and  Instruction.  2008;  18(3):  251–66.
  13. Kaplan  A,  Maehr  ML.  The  Contributions  and Prospects of Goal Orientation Theory. Educational  Psychology  Review.  2007;  19(2): 141-84.
  14. Rigg  J,  Day  J,  Adler  H.  Emotional  Exhaustion  in Graduate  Students:  The  Role  of  Engagement, Self-Efficacy  and  Social  Support.  J  Educational and  Developmental  Psychology.  2013;  3(2):   138-52.
  15. Morford  ZH.  (dissertation).  Procrastination  and Goal-setting  Behaviors  in  the  College  Population: an  Exploratory  Study.  Georgia:  Georgia  Institute of  Technology;2008.
  16. Steel  P.  The  Nature  of  Procrastination:  A  MetaAnalytic and Quintessential Theoretical Self-Regulatory Review of Failure. Psychological  Bulletin.  2007;  133  (1):  65–94.
  17. Çakır  S,  Akça  F,  Kodaz  AF,  Tulgarer  S.  The Survey  of  Academic  Procrastination  on  High School  Students  with  in  Terms  of  School  BurnOut  and  Learning  Styles.  Procedia  Soc  Behav  Sci. 2014;  114:  654  –  62. 
  18. Schaufeli  WB,  Martinez  I,  Pinto  AM,  Salanova M,  Bakker  A.  Burnout  and  engagement  in university  students:  A  cross-national  study.  J Cross-Cultural  Psychology.  2002;33(5):  464–81.
  19. Yavuz G,  Dogan  N.  Maslach  Burnout  InventoryStudent  Survey  (MBI-SS):  A  Validity  Study. Procedia  Soc  Behav  Sci.  2014;  116:  2453  –  7.
  20. Savari  K.  Construction  and  standardization  of Academic  procrastination  test.  2011;  2(5):  1-15. [In  Persian]
  21. Howell AJ,  Watson  DC.  Procrastination: Associations  with  achievement  goal  orientation and  learning  strategies.  Pers  Individ  Differ.2007; 43(1):  167–78.
  22. Midgley  C,  Maehr  ML,  Hruda  LZ,  Anderman  E, Anderman  L,  Freeman  KE,  et  al.  Manual  for patterns  of  adaptive  learning  scales.  Ann  Arbor, Michigan:  University  of  Michigan  Press;  2000.
  23. Bresó  E,  Schaufeli  WB,  Salanova  M.  Can  a  selfefficacy-based  intervention  decrease  burnout increase  engagement,  and  enhance  performance? A  quasi-experimental  study.  Higher  Education:  Int  J  Higher  Education  and  Educational  Planning. 2010;  61(4):  339–55. 
  24. Sullivan  JR,  Guerra  NS.  A  Closer  Look  at College  Students:  Self-Efficacy  and  Goal Orientation.  J  Advanced  Academics  2007;  18(3): 454–476. 
  25. Taghizadeh  H,  Abdekhodaei  MS,  Kareshki  H. The  Role  of  cognitive  styles,  advancement  goals and  mathematics  self-efficiency  in  the  students' advancements  in  mathematics  in  High  Schools  of Mashhad  City.  Research  in  School  Learning 2014;  2(6):  41-58.  [In  Persian]
  26. Steel  P,  König  CJ.  Integrating  Theories  of Motivation.  Academy  of  Management  Review. 2006;  31(4):  889-913.
  27. Salmela-Aro  K,  Kiuru  N,  Nurmi  JE.  The  role  of educational  track  in  adolescents'  school  burnout:  a longitudinal  study.  Br  J  Educ  Psychol.  2008; 78(Pt  4):663-89.
  28. Levy-Tossman I,  Kaplan  A,  Assor  A.  Academic goal  orientations,  multiple  goal  prowles  ,and friendship  intimacy  among  early  adolescents. Contemporary  Educational  Psychology.  2007; 32(2):231-52.
  29. Sins  PHM,  Van  Joolingen  WR,  Savelsbergh  ER, Hout-Wolters  BV.  Motivation  and  performance within  a  collaborative  computer-  based  modeling task  :Relation  between  students  achievement  goal orientation,  self-efficacy,  cognitive  processing, and  achievement.  Contemporary  Educational Psychology.  2008;  33(1):  58-77. 
  30. Shih  Sh.  An  Examination  of  Academic  Burnout Versus  Work  Engagement  Among  Taiwanese Adolescents. J 2012;105(4):286–98.   Educational Research.
  31. Urdan T,  Schoenfelder  E.  Classroom  effects  on student motivation:Goal structures, social relationship,  and  competence  beliefs.  J  School Psychology.  2006;44(5):331-49.
  32. Ghafelehbashi  M.  (dissertation).  Perfectionism, Achievement  goals  and  academic  burnout. Tehran:  Faculty  of  Psychology  and  Educational Sciences,  Tehran  Islamic  Azad  University;  2014. [In  Persian]
  33. Ratelle  F,  Guay  F,  Vallerand  Larose  J,  Sene´cal C.  Autonomous,  Controlled,  and  motivated  Types of  Academic  Motivation:  A  Person-Oriented Analysis.  J  Educational  Psychology.  2007;  99(4): 734–46.
  34. Chu  AH,  Choi  JN.  Rethinking  procrastination: Positive  effects  of  ‘‘active’’  procrastination behavior  on  attitudes  and  performance.  J  Soc Psychol.  2005;145(3):245-64. 
  35. Perdeck  J.  (Working  paper).  Testing  exchange relations  and  efficacy  as  explanations  for  the relationship  between  mastery  approach  goals  and burnout.  Netherlands:  Tilburg  University;  2012.
  36. Durán  A,  Extremera  N,  Rey  L,  FernándezBerrocal  P,  Montalbán  FM.  Predicting  academic burnout  and  in  educational  settings:  assessing  the incremental  validity  of  perceived  emotional intelligence  beyond  perceived  stress  and  general self-efficacy.  Psicothema.  2006;18  Suppl:158-64.
  37. Fynchina  F.  Academic  Burnout,  Academic Procrastination  and  GPA  in  junior  and  senior students  of  the  American  University  of  Central Asia  2012.  American  University  of  Central  Asia. [cited 2012  May  8].  Available  from: https://auca.kg/uploads/final%20thesis.pdf.
  38. Balkis M.  The  Relationship  between  Academic Procrastination  and  Students'  Burnout.  Hacettepe Üniversitesi  Eğitim  Fakültesi  Dergisi.  2013; 28(1):  68-78.
  39. Skinner  E,  Furrer  C,  Marchand  G,  Kindermann  T. Engagement  and  Disaffection  in  the  Classroom: Part  of  a  Larger  Motivational  Dynamic?  J Educational  Psychology.  2008;100(4):  765-81
Strides in Development of Medical Education
Volume 13, Issue 4
November 2016
Pages 361-374
Files
Share
How to cite
Statistics