مدل ساختاری پیش‌بینی فرسودگی تحصیلی بر اساس وجدان تحصیلی با نقش میانجی هیجان‌های تحصیلی در دانش‌آموزان

نینا  اردلان; علیرضا  پیرخائفی; اکبر  محمدی

Authors

Nina Ardalan Department of Educational Psychology, Ga.C., Islamic Azad University, Garmsar, Iran. Author https://orcid.org/0009-0003-9184-6537
Alireza Pirkhaefi Department of Psychology, Ga.C., Islamic Azad University, Garmsar. Iran. Author https://orcid.org/0000-0002-4862-511X
Akbar Mohammadi Department of Psychology, Ga.C., Islamic Azad University, Garmsar. Iran. Author https://orcid.org/0000-0003-2474-0831

Keywords:

Academic burnout, academic conscience, academic emotions

Abstract

Objective: The present study aimed to propose a structural model for predicting academic burnout based on academic conscientiousness, with the mediating role of academic emotions in students.

Methodology: The research method was descriptive and of the structural equation modeling (SEM) type. The statistical population consisted of all upper secondary school students in Tehran during the 2023–2024 academic year. The sampling method employed was multi-stage cluster random sampling. In this process, five districts of Tehran were randomly selected. From each district, two sub-districts were chosen, and from each sub-district, four secondary schools (two for girls and two for boys) were randomly selected. Subsequently, two classes from each school were randomly chosen, and finally, the questionnaires were randomly distributed among five students in each class. The research instruments included the Academic Burnout Scale by Salmela-Aro et al. (2009), the Academic Conscientiousness Questionnaire by McIlroy and Bunting (2002), and the Academic Emotions Questionnaire by Pekrun et al. (2002). Data were analysed by SEM method.

Findings: The findings indicated that the model demonstrated a good fit. Moreover, the results showed that academic conscientiousness had a direct effect on students' academic burnout (t = -2.60, β = -0.22). The findings further revealed that the indirect effect of academic conscientiousness on students' academic burnout, mediated by academic emotions, was confirmed with 95% confidence.

Conclusion: These results suggest that strengthening academic conscientiousness and managing academic emotions can contribute to reducing academic burnout in students. Based on these findings, it is recommended that educational and counseling programs be designed and implemented to enhance academic conscientiousness and improve academic emotions in students.

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