Document Type : Research
Authors
1 Associate Professor, Educational Psychology, Urmia University, Urmia, Iran.
2 MS.c. Psychology, Urmia University, Urmia, Iran.
Abstract
This research aimed to investigate the relationship between teacher's perceived enthusiasm and students' academic burnout in mathematics, with the mediating role of teacher perceived social support and the value of homework. This research was of the type of structural equations. The statistical population of the research was 270 ninth-year male students of Selmas city, who selected by multi-stage cluster random sampling method. In order to collect data, the questionnaires of the teacher's perceived enthusiasm (Erosz et al., 2015), perceived social support by Park et al. (2002), the value of math homework, Akin et al. (2016), and school burnout. (SBI) Salemla-Aro et al. (2005) used.
The data analyzed with SPSS and Lisrel software. The results showed that the direct effects of teaching with passion on social support and homework value were significant. Also, the effect of teaching without passion on social support and homework value was negative and significant, the direct effect of social support and homework value on academic burnout was also significant. Additionally, the indirect effects showed that teaching with enthusiasm has a negative and significant indirect effect on academic burnout based on the mediating role of social support and task value, and teaching without passion on academic burnout based on the mediating role. Social support and task value have a positive and significant indirect effect. Therefore, it is possible to prevent students' academic burnout in mathematics by providing educational programs to teachers according to the components of teacher's perceived enthusiasm, perceived social support, and task value.
Keywords
Main Subjects
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