نویسندگان

1 عضو هیأت علمی دانشگاه تبریز

2 دانشجوی دکتری دانشگاه تبریز

چکیده

 این مطالعۀ توصیفی
با هدف بررسی تأثیر سنوات تحصیلی، روان‌رنجوری و راهبردهای یادگیری خودنظم‌دهی بر
فرسودگی تحصیلی برای آزمون یک مدل نظری انجام گرفت. جامعۀ آماری مطالعه، تمامی
دانشجویان مقاطع کاردانی و کارشناسی دانشگاه آزاد اسلامی واحد اشکذر به حجم 1162
نفر بود. نمونۀ تحقیق 290 نفر از این دانشجویان را شامل شد که با روش نمونه‌گیری
خوشه‌ای انتخاب شدند. مقیاس روان‌رنجوری (کاستا و مک‌کری، 1992)، پرسشنامۀ راهبردهای
انگیزشی برای یادگیری (پینتریچ و دی‌گروت، 1990) و پرسشنامۀ فرسودگی تحصیلی (برسو
و همکاران، 2007) ابزارهای پژوهش و آزمون‌های همبستگی ساده و تحلیل مسیر روش‌های
آماری مورد استفاده بودند. نتایج مطالعه، همسو با فرضیه‌ها نشان داد که سنوات
تحصیلی (05/0>P < /span>) و روان‌رنجوری (01/0>P < /span>) به شکلی مثبت و خودکارآمدی (01/0>P < /span>)، ارزشگذاری درونی (01/0>P < /span>) و خودتنظیمی
(05/0>P < /span>) به شکلی منفی بر فرسودگی تحصیلی تأثیر
دارند. همچنین توان متغیر خودتنظیمی در میانجیگری تأثیر عوامل روان‌رنجوری (05/0>P < /span>)، خودکارآمدی (01/0>P < /span>) و ارزشگذاری درونی (05/0>P < /span>) بر فرسودگی تحصیلی به تأیید رسید. در مجموع
58 درصد واریانس فرسودگی تحصیلی را این متغیرها تبیین می‌کند. 

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Academic Grades, Neuroticism and Self-Regulated Learning Strategies on Academic Burnout: Testing a Conceptual Model

نویسندگان [English]

  • Shahram Vahedi 1
  • Touraj hashemi 1
  • Sina Shafiei Soork 2

چکیده [English]

 This
descriptive study investigated the effect of Academic grades, neuroticism and
self-regulated learning strategies on academic burnout to test a theoretical
model. The statistical population consisted of all undergraduate students from
Azad University-Ashkezar branch (1162 people). Sample of 290 students were
selected using cluster sampling. Data were collected by neuroticism scale (McCrae
& Costa, 1992), Motivated Strategies for Learning Questionnaire (Pintrich
& De Groot, 1990) and academic burnout inventory (Bresó, Salanova &
Schaufeli, 2007) and were analyzed by simple correlation
and path analysis. Our results, consistent with the hypotheses showed
that grades (P < 0.05) and neuroticism (P < 0.01) positively and
self-efficacy (P < 0.01), intrinsic value (P < 0.01) and self-regulation (P < 0.05)
negatively affect academic burnout. Also neuroticism (P < 0.05), self-efficacy
(P < 0.01) and intrinsic value (P < 0.05)
affect academic burnout via mediator variable of self-regulation. In
total, 58% of the variance of academic burnout was explained by those
variables. 

کلیدواژه‌ها [English]

  • academic burnout
  • Academic grades
  • Neuroticism
  • self-regulated learning strategies
  • college students

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