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Investigate the Mediating Role of Academic Burnout in the Relationship between Academic Engagement and Perfectionism with Academic Procrastination
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Omid Ali Mohammadi    , Alireza Heydari1 , Zahra Eftekhar Saadi , Reza Joharifard |
| 1- , arheidarie43@gmail.com |
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Abstract: (1366 Views) |
Introduction: The aim of this study was to investigate the Mediating Role of Academic Burnout in the Relationship between Academic Engagement and Perfectionism with Academic Procrastination.
Method: The present study is a descriptive correlational study. The statistical population of this study was all Secondary high school students of Gachsaran city in the academic year 2020-2021, from which 240 students were selected using cluster sampling. Data were collected using the Perfectionism Questionnaire of Hill et al. (2004), the Fredricks, Blumfeld & Paris (2004) School engagement Scale, the Breso et al (1997) school burnout inventory and Solomon & Rothbhum Academic Procrastination Scale (1984). The data of this study were analyzed using Pearson correlation coefficient and path analysis in SPSS22 and Amos23 software.
Results: The results showed that perfectionism direct, indirect and total effect on academic procrastination is a positive and significant. On the other hand, despite the lack of significant direct effect on academic procrastination, academic engagement indirect and total affects on academic procrastination is negative and significant. In addition, academic burnout has a positive and significant effect on academic procrastination.
Conclusion: According to the results of the present study, it can be concluded that academic burnout plays a complete mediating role in the relationship between the variables of academic engagement and perfectionism with academic procrastination and the research model has a good fit.
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| Keywords: perfectionism, academic engagement, academic burnout, procrastination, students |
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Full-Text [PDF 723 kb]
(582 Downloads)
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Article Type: Original Research |
Subject:
Research in Medical Science Education
Received: 2022/08/18 | Accepted: 2022/12/18 | Published: 2024/03/29
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