Document Type : Research
Authors
1 PhD student Educational Psychology, Department of Psychology, Roudehen Branch, Islamic Azad Universit, Roudehen, Iran
2 Assistant Professor, Department of Psychology, Roudehen Branch, Islamic Azad Universit, Roudehen, Iran
3 Associate Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran.
Abstract
The aim of this research was to construct a model that examines the relationships between academic burnout, problem-solving styles, and the mediating role of academic buoyancy. This study utilized a descriptive correlation design, employing Structural Equation Modeling (SEM) as its methodology. The statistical population encompassed all high school students in Hamadan city during the academic year 2022-2023. A sample of 304 students was selected through a multi-stage cluster sampling technique. Data collection instruments included the Mosleshs Academic Burnout questionnaire (2002), Cassidy and Long's Problem-solving Styles questionnaire (1996), and Martin and Marsh's Academic Buoyancy questionnaire (2008). The findings revealed that academic buoyancy, and the components of trust, orientation, and creativity, exerted a negative influence on academic burnout. Conversely, helplessness and avoidance exhibited a positive impact on academic burnout. Notably, the direct effect of the inhibition component on academic burnout was found to be insignificant. Furthermore, components of trust, orientation, and creativity positively affected academic buoyancy, while helplessness, avoidance, and inhibition had have a negative effect on academic buoyancy. Also, components of trust, orientation and creativity have negative effect and helplessness, inhibition and avoidance have a positive effect mediated by academic buoyancy on academic burnout. The results can be a model for intervention.
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Main Subjects
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