The Relationship between Academic Achievement and Self-Handicapping due to Mediating Effect of Academic Burnout among University Students

Document Type : Original article

Authors

1 1. Department of Psychology, Science and Research branch, Islamic Azad University, Urmia, Iran - Department of Psychology, Urmia branch, Islamic Azad University, Urmia, Iran

2 Assistant Professor, Department of Psychology Sciences, Mahabad branch, Islamic Azad University, Mahabad, Iran

Abstract

Background and Aims: Progressive motivation is one of the most powerful influential sources affecting learners' behavior in the school and determines the strength and sustainability of the behavior. Learner motivation gives the learner the opportunity to attain the goal and acquire the ability to perform the necessary activities in specific circumstances.
Materials and Methods: In the current study, the population included all students of Islamic Azad University of Naghadeh in the academic year of 2017-2018 (1, 250 people). A total of 290 students were randomly selected using Morgan table. To collect data, three questionnaires were used: Self-handicapping (SHS) (Jones and Rodvalt, 1982), Achievement motivation (Herman, 1970), and Academic burnout (Brsou et al., 2007). The reliability of the questionnaires was confirmed to be  0.835 using Cronbach's alpha coefficient. The results showed that there is no significant relationship between achievement and motivation of academic self-handicapping.
Results: The results showed that there is a significant relationship between academic burnout and academic self-handicapping. Also, a negative significant relationship was observed between academic burnout and motivation for achievement and a negative significant relationship between achievement motivation and academic self-handicapping academic burnout due to the effect of mediation.
Conclusion: According to the results, the authorities should create the necessary strategies so that each person's abilities can be recognized by themselves and thus increase their motivation. Also, by reducing the academic burnout in the students, they will be self-adaptive in the field of science curriculum, and even research. This way, hopefully, we will have an active and dynamic generation for the future of the country.

Keywords

Main Subjects

References

  1. Abaft, H. The relationship between metacognitive strategies, self-efficacy and parenting practices with self-disability in Ahwaz high school students. Quarterly Journal (Social Psychology) New Findings in Psychology 2010; 2 (7):  122-107. [In Persian]##
  2. Raeisi, F, Hashemi Shaykh Shabani, I., Fatehi zadeh, M. Students' self-actualization relationship with goals of mastery, functionality and performance of student, parent, teacher and class. New cognitive science 2004; 6 (3): 121-130. [In Persian] ##
  3. Shahni Yaylaq, M., Banaei Mobaraki, Z., Sokrkon, H. Investigating the Inter-Subject and Intra-Subject Relationships of Academic Motivation (Self-efficacy, Task Value, Purpose-oriented Objectives, Falling Performance and Mastery) among first-year female students of high school in Ahwaz. Journal of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, 2005; 12 (3): 76-47. [In Persian] ##
  4. Azimi, M., Pierre M., Zwar, T. Relationship between academic burnout and self-regulation learning with academic performance of high school students. Research in curriculum planning 2013; 10 (2): 128-116. [In Persian] ##
  5. Shu-Shen, S. An investigation into academic burnout among Taiwanese adolescents from the self-determination theory perspective. Social Psychology Education 2015; 18(1): 201-219. ##
  6. Golestani Bakht, T., Shokri, M. The relationship between procrastination (educational negligence) and metacognitive beliefs, education and psychology 2014; 2 (3): 100-89. ##
  7. Naami, Z. The Relationship Between Quality of Learning Experiences and Academic Burnout in Graduate Students of Shahid Chamran University of Ahwaz. Journal of Psychological Studies 2017; 5 (3): 134-117. [In Persian] ##
  8. Arizi, H. R., Abedi, A., Taji, M. The relationship between teacher's behaviors and the vitality and inner motivation of high school students in Isfahan. Educational Innovation Week 2007; 23 (6): 28-13. [In Persian] ##
  9. Tamarani Far, M.R., Gandimi, Z. Relationship between Achievement Motivation and Academic Achievement in Students. Quarterly Journal of Educational Strategies, 2011; 4 (1): 19-15. [In Persian] ##
  10. Baghani, M., Dehghani Nishapur, M. Study of the effect of academic motivation, self-efficacy and study approaches on student's academic achievement. First National Conference on Cognitive Science Findings in Education, Ferdowsi University of Mashhad, 2011; 2 (3): 125-113. [In Persian] ##
  11. Khadivi, Asadollah; Vakili Mafakheri, H. Relationship between Achievement Motivation, Source of Control, Self-Concept and Academic Achievement of High School Students in Tabriz County. Educational Sciences 2011; 4 (13): 66-45. [In Persian] ##
  12. Mikaeli, N., Afrouz, Gholam, A., Gholizadeh, L. Relationship between self-concept and academic burnout with academic performance of female students. School of Psychology 2012; 1 (4): 103-90. [In Persian] ##
  13. Noohi, S., Hosseini, S. M., Rocksarizadeh, H., Sabouri, A., Alishiri, G. H. Studying the motivation of progress and its relationship with educational success in medical, nursing and health care students of Baqiyatallah University of Medical Sciences (AS). Journal of Military Medicine 2012; 14 (3): 204-200. [In Persian] ##
  14. Koeske, G. F., Koeske, R. D. Student Burnout as a mediator of the stress outcome relationship. Research in Higher Education 1991; 32(4), 415- 431. ##
  15. Greaven, S. H., Santor, D. A., Tompson, R., Zuroff, D. C. Adolescent self- handicapping, Depressive affect and maternal parenting styles. Journal of youth and adolescence: ABI/In FORM Global, 2000. ##
  16. Yang, H. J. Factors affecting student burnout and academic achievement in multiple enrolment programs in Taiwan's technical-vocational colleges. International Journal of Educational Development 2014; 24; 283-301. ##
  17. Thomas, C. R., Gadbois, S. A. Academic Self-handicapping: The role of self-concept clarity & student learning strategies, Bry Rduc psychology 2007; 77(1): 101-119. ##
  18. Angeliki, L. & Eleftheria, G. Predicting academic self-handicapping in different age groups. British journal of educational psychology 2017; 77(3): 595-611. ##
  19. Hosseinian, S., Niknam, M. Effect of cognitive-behavioral training on self-disability and self-efficacy in female athletes. Motion behavior and exercise psychology 2011; 7: 87-63. [In Persian] ##
  20. Ahola, K., Hakanen, J. Job strain, burnout and depressive symptoms: a prospective study among dentists. Journal of affective disorder 2007; 3 (3): 234-245. ##
  21. Salmela-Aro, K., Savolainen, H. & Holopainen, L. Depressive symptoms and school burnout during adolescence: Evidence from two cross longitiutinal studies. Journal of Youths and Adolescence 2009; 38: 1316-1327. ##
  22. Jones EE, Rhodewalt F. Self-Handicapping Scale. Salt Lake City, UT: Department of Psychology, Princeton University and University of Utah; 1982. [Unpublished scale.] ##
  23. Abbasi, M. Investigating Cognitive Style of Excitement and Social Anxiety with Self-Adolescence in First-Level High School Students in Tehran. Master's Degree in Psychology. University of Qom, Faculty of Humanities. 2015. [In Persian] ##
  24. Hermans. Achievement Motivation Questionnaire.1970. [In Persian] ##
  25. Berso, E., Salanova, M., & Schoufeli, B. (2007). In search of the third dimension of burn out. Applied Psychology, 56(3), 460-472. ##
  26. Firth H., McIntee J., McKeown P., Britton P.G. Maslach Burnout Inventory Factor structure and norms for British nursing staff. Psychol Rep. 1985; 57(1):147-50. ##
  27. Breso E, Salanova M, Schoufeli B. In search of the third dimension of burnout. International Association for Applied Psychology. 2007; 56(3):460-72. ##
The Scientific Journal of Rehabilitation Medicine
Volume 9, Issue 3
November 2020
Pages 254-264

Files

History

  • Receive Date: 20 September 2019
  • Revise Date: 20 November 2019
  • Accept Date: 20 January 2020
  • First Publish Date: 22 September 2020

Share

How to cite

Statistics