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Volume 24, Issue 146 (4-2025)
Journal of Psychological Science 2025, 24(146): 173-189 |
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Tabar Niarami R, Eslahi Farshami F, Khazaei K. (2025). Structural model of academic burnout based on negative emotion regulation strategies with mediating role of self directed learning in high school students. Journal of Psychological Science. 24(146), 173-189.
URL: http://psychologicalscience.ir/article-1-2255-en.html
URL: http://psychologicalscience.ir/article-1-2255-en.html
Assistant Professor, Department of Psychology, Chalous Branch, Islamic Azad University, Chalous, Iran , dr.eslahi.psychologist@gmail.com
Abstract: (354 Views)
Abstract
Background: Considering the prevalence of academic burnout in the second period of high school, any effort to find the cause of this educational phenomenon becomes necessary, also, the use of negative strategies to regulate the increasing emotion and achieve self-direction in learning will decrease the process. Pimaid, the coexistence of these conditions has become a necessity for the formation of this research.
Aims: The purpose of this research was to provide a structural model of academic burnout based on negative emotion regulation strategies with the mediating role of self-strategy in learning in second year high school students.
Methods: The current research was descriptive, of correlation and structural equations type. The statistical population of this research is made up of all the second year high school students of Babol city in the academic year of 1402-1401 and the sample size was estimated based on Cochran's formula and 242 students were selected from the statistical population units by cluster sampling method. A few steps have been selected. The academic burnout questionnaire of Salma-Aro and Naatanen (2005), the cognitive emotion regulation questionnaire of Garnevsky et al. (2001) and the self-directed learning questionnaire of Rahbar Fischer et al. For the inferential analysis of the data, structural equation modeling was used using Spss-26 and SmartPLS software.
Results: Negative strategies of cognitive regulation of emotion and self-direction in learning explain the variance of academic burnout with coefficients of 0.79 and 0.15, and negative strategies of cognitive regulation of emotion explain -0.29 of the variance of academic burnout and the indirect path of the variables is significant with a coefficient of -0.044.
Conclusion: Considering the significance of the relationships between the investigated variables, the research results emphasize the necessity of the negative role of negative strategies of cognitive emotion regulation and the moderating role of self-direction in learning, therefore, it should be used as an approach in the design of educational programs and for Reduce academic burnout and increase self-direction in learning to provide practical implications.
Background: Considering the prevalence of academic burnout in the second period of high school, any effort to find the cause of this educational phenomenon becomes necessary, also, the use of negative strategies to regulate the increasing emotion and achieve self-direction in learning will decrease the process. Pimaid, the coexistence of these conditions has become a necessity for the formation of this research.
Aims: The purpose of this research was to provide a structural model of academic burnout based on negative emotion regulation strategies with the mediating role of self-strategy in learning in second year high school students.
Methods: The current research was descriptive, of correlation and structural equations type. The statistical population of this research is made up of all the second year high school students of Babol city in the academic year of 1402-1401 and the sample size was estimated based on Cochran's formula and 242 students were selected from the statistical population units by cluster sampling method. A few steps have been selected. The academic burnout questionnaire of Salma-Aro and Naatanen (2005), the cognitive emotion regulation questionnaire of Garnevsky et al. (2001) and the self-directed learning questionnaire of Rahbar Fischer et al. For the inferential analysis of the data, structural equation modeling was used using Spss-26 and SmartPLS software.
Results: Negative strategies of cognitive regulation of emotion and self-direction in learning explain the variance of academic burnout with coefficients of 0.79 and 0.15, and negative strategies of cognitive regulation of emotion explain -0.29 of the variance of academic burnout and the indirect path of the variables is significant with a coefficient of -0.044.
Conclusion: Considering the significance of the relationships between the investigated variables, the research results emphasize the necessity of the negative role of negative strategies of cognitive emotion regulation and the moderating role of self-direction in learning, therefore, it should be used as an approach in the design of educational programs and for Reduce academic burnout and increase self-direction in learning to provide practical implications.
Keywords: Academic burnout, negative emotion regulation strategies, self directed learning, second year high school students
Type of Study: Research |
Subject:
Special
Received: 2024/11/27 | Accepted: 2025/01/29 | Published: 2025/02/3
Received: 2024/11/27 | Accepted: 2025/01/29 | Published: 2025/02/3
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)