Management Skills and Academic Burnout with the Mediating Role of Academic Self-Efficacy

Document Type : Research

Authors

1 PhD Student, Educational Psychology, Lorestan University, Khorramabad, Iran.

2 Professor, Educational Psychology, Lorestan University, Khorram-Abad, Iran

3 Assistant Professor, Educational Psychology, Lorestan University, Khorramabad, Iran

Abstract

The aim of this study was to examine the relationship between time management skills and academic burnout with cyberloafing, and the mediating role of academic self-efficacy among secondary school students. The present study was part of applied research in terms of purpose and in terms of method, of correlation studies. The research population consisted of all secondary school students in Khorramabad in the year 1402. Of them, 300 randomly selected as random cluster samples. The research tools included the Stoddart Internet Questionnaire (2016), The Truman and Hartley Time Management Skills Questionnaire (1996), the Salmaro and Natanen Academic Burnout Questionnaire, and the Jennings and Morgan Academic Self-Efficacy Questionnaire (1999). The method of analysis of this study was descriptive statistical indicators and structural equation analysis to model. The findings showed that the relationship between academic burnout and cyberloafing is significant both directly and indirectly, and academic self-efficacy is the mediator of this relationship. But, the relationship between time management skills and cyberloafing was not meaningful. Therefore, this avoidance behavior could be reduced by providing educational programs based on the power of the impact of academic self-efficacy and academic burnout on the occurrence of cyberloafing.

Keywords

Main Subjects

References

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