[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
About the Journal
Aims & Scopes
Editorial Board
Indexing
Archive::
All Issues
Current Issue
For Authors::
Author's Guide
Reference Guide
Submit an Article
For Reviewers::
Reviewers Guide
Principles of Transparency::
Publication Ethics Statement
Research Ethics Statement
Open Access Statement
Copyright
Contact us::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
:: Volume 8, Issue 3 (July-August 2015) ::
Educ Strategy Med Sci 2015, 8(3): 187-194 Back to browse issues page
Relationship of Perceived Stress, Perfectionism and Social Support with Students’ Academic Burnout and -Academic Performance
Pourseyyed SM 1, Motevalli MM2 , Pourseyyed SR3 , Barahimi Z4
1- Educational Psychology Department, Educational Sciences & Psychology Faculty, Shiraz Shiraz University, Shiraz, Iran , seyed_mehdi_pourseyed@yahoo.com
2- Clinical Psychology Department, Educational Sciences & Psychology Faculty, Allameh Tabataba'i University, Tehran, Iran
3- Exceptional Children Psychology Department, Educational Sciences & Psychology Faculty, Allameh Tabataba'i University, Tehran, Iran
4- General Psychology Department, Educational Sciences & Psychology Faculty, Isfahan Branch, Islamic Azad University, Isfahan, Iran
Abstract:   (11871 Views)

Aims: Academic burnout is of most important researchable issues in the universities and identifying its predictor variables is very important. The purpose of the present study was to examine the direct and indirect relationship of perceived stress, perfectionism and social support with academic burnout and academic performance in students.
Instrument & Methods: In this inexperimental study with correlative design, 200 students of basic sciences of general medical of Ahvas Jundishapur University of Medical Sciences were selected by classified random sampling method. The instrument of research was perceived stress scale and perfectionsm, Philips social support and academic burnout inventories. Data was analyzed by SPSS 20 and AMOS 16 softwares. Correlative coefficient method and path analysis were used to evaluate the proposal model.
Findings: Avarage of students’ scores was 25.46±6.13 in the perceived stress, 22.74±5.07 in the adaptive perfectionism, 17.22±5.61 in the maladaptive perfectionism, 18.54±3.76 in the social support, 40.70±10.29 in the academic burnout and 16.10±1.40 in the academic performance. Correlative coefficients were significant between all indicators except relationship of maladaptive perfectionism and academic performance. Standard effect of perceived stress to academic burnout was not significant by social support (p=0.292) and standard effect of perceived stress to academic performance was significant by social support (p=0.046).
Conclusion: Perceived stress has negative direct relationship with social support and positive direct relationship with academic burnout. Social support also has positive direct relationship with academic performance. Relationship of maladaptive perfectionism with academic burnout and also the relationship of adaptive perfectionism with academic performance is direct positive. Relationship of perceived stress with academic performance is indirect mediated by social support.
Keywords: Perfectionism , Social Support [MeSH], Educational Status [MeSH], Stress [MeSH], Psychological [MeSH]
Full-Text [PDF 550 kb]   (4283 Downloads)    
Article Type: Original Research | Subject: Health
Received: 2014/10/3 | Accepted: 2015/07/11 | Published: 2015/07/27
References
1. Salmela-Aro K, Savolainen H, Holopainen L. Depressive symptoms and school burnout during adolescence: evidence from two cross-lagged longitudinal studies. J Youth Adolesc. 2009;38(10):1316-27. [PubMed]
2. Modin B, Ostberg V, Toivanen S, Sandell K. Psychosocial working conditions, school sense of coherence and subjective health complaints. A multilevel analysis of ninth grade pupils in the Stockholm area. J Adolesc. 2011;34(1):129-39. [PubMed]
3. Rudman A, Gustavsson JP. Burnout during nursing education predicts lower occupational preparedness and future clinical performance: A longitudinal study. Int J Nurs Stud. 2012;49(8):988-1001. [PubMed]
4. David AP. Examining the relationship of personality and burnout in college students: The rele of academic motivation. Educ Meas Eval Rev. 2010;1:90-104. [Homepage]
5. Mazerolle SM, Monsma E, Dixon C, Mensch J. An assessment of burnout in graduate assistant certified athletic trainers. J Athl Train. 2012;47(3):320-8. [PubMed]
6. Qinyi T, Jiali Y. An analysis of the reason on learning burnout of junior high school students from the perspective of cultural capital theory: A case study of mengzhe town in Xishuangbanna China. Procedia-Soc Behav Sci. 2012;46:3727-31. [Science Direct]
7. Zhang Y, Gan Y, Cham H. Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personal Individ Diff. 2007;43:1529-40. [File]
8. Melrose S. Perfectionism and depression: Vulnerabilities nurses need to understand. Nurs Res Pract. 2011;2011:858497. [PubMed]
9. Baqutayan S. Stress and Social Support. Indian J Psychol Med. 2011;33(1):29-34. [PubMed]
10. Ranabir S, Reetu K. Stress and hormones. Indian J Endocrinol Metab. 2011;15(1):18-22. [PubMed]
11. Bruce SP. Recognizing stress and avoiding burnout. Curr Pharm Teach Learn. 2009;1(1):57-64. [Science Direct]
12. Neumann Y. Quality of learning experience and students college outcomes. Int J Educ Manag. 1990;7(1):1-16. [DOI]
13. Hafezi F, Ahadi H, Enayati M, Najjariyan B. The causal relationship between challenge and hindrance stress, burnout, motivation to learn with performance in Ahwaz Islamic Azad University. Knowl Res Appl Psychol. 2007;32(0):145-66. [Persian] [Homepage]
14. Hematirad G, Sepah Mansur M. The relationship between stress and social support among university students in Tehran. Thought Behav Clin Psychol. 2008;2(7):79-86. [Persian] [File]
15. Afshar H, Roohafza HR, Sadeghi M, Saadaty AR, Salehi M, Motamedi M, et al. Positive and negative perfectionism and their relationship with anxiety and depression in Iranian school students. J Res Med Sci. 2011;16(1):79-86. [PubMed]
16. Tagharrobi Z, Fakharian E, Mirhossieni F, Rasoulinejad SA, Akbari H, Ameli H. Miserable outputs of a faculty and its related factors. Iran Q Educ Strateg. 2011;3(4):183-8. [Persian] [File]
17. Hajloo N, Sobhi Ghmelki N, Rahbar Tarmseri M, Haghightgoo M. Survey the relationship between perfectionism and job burnout in nurses. J Guilan Uni Med Sci. 2011;20(77):23-30. [Persian] [Homepage]
18. Mikaeili N, Afrooz G, Gholizadeh L. The relationship self-concept and academic burnout with academic performance of girl students. J School Psychol. 2013;1(4):124-30. [File]
19. Azimi M, Piri M, Zavvar T. Relationship of academic burnout and self-regulated learning with academic performance of high school students. Res Curric Plan. 2013;10(11):116-28. [Persian] [Homepage]
20. Chang E, Lee A, Byeon E, Lee SM. Role of motivation in the relation between perfectionism and academic burnout in Korean students. Personal individ Diff. 2015;82:221-6. [File]
21. Bieling PJ, Israeli A, Smith J, Antony MM. Making the grade: The behavioral consequences of perfectionism in the classroom. Personaliy Individual Differences. 2003;35(1):163-78. [Science Direct]
22. Grzegorek JL, Slaney RB, Franze S, Rice KG. Self-citicism, dependency, self-esteem, and grade point average satisfaction among cluster of perfectionists and nonperfectionists. J Couns Psychol. 2004;51(2):192-200. [Homepage]
23. Yang HJ. Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical-vocational colleges. Int J Educ Dev. 2004;24(3):283-301. [File]
24. Alison R. The relationship of positive and negative perfectionism to academic achievement, achievement motivation, and well-being in tertiary students [Dissertation]. University of Conterbury; 2005. [File]
25. Duran A, Extremera N, Berrocal PF, Montalban M. Predicting academic burnout and engagement in educational setting: Assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy. Psicothema. 2006;18(1):158-64. [Homepage]
26. Watson R, Deary I, Thompson D, Li G. A study of stress and burnout in nursing students in Hong Kong: A questionnaire survey. Int J Nurs Stud. 2008;45(10):1534-42. [File]
27. Taris TW, Van Beek I, Schaufeli WB. Why do perfectionists have a higher burnout risk than other? The meditational effect of workaholism. Rom J Appl Psychol. 2010;12(1):1-7. [File]
28. Hayati D, Ogbahi A, Hoseini Ahangari SA, Azizi Abarghuei M. Investigating the relationships between quality of learning experiences\\\\\\\\\\\\\\\' components and self-efficacy on academic burnout among students of Allamme Tabatabaei university of Tehran. Educ Devel Jundishapur. 2012;3(4):18-29. [Persian] [Homepage]
29. Charkhabi M, Azizi Abarghuei M, Hayati D. The association of academic burnout with self-efficacy and quality of learning experience among Iranian students. Springerplus. 2013;2:677. [PubMed]
30. Pooladi Ryshahri R. Construct and validate a scale stressors at student of Shahid Chamran University [Dissertation]. Ahvaz: Shahid Chamran Ahvaz University, Educational Sciences & Psychology Faculty; 1995. [Persian]
31. Stoeber J, Otto K, Pescheck E, Becker C, Stoll O. Perfectionism and competitive anxiety in athletes: Differentiating striving for perfection and negative reaction to to imperfection. Personality Individual Differences. 2007;42(6):959-69. [File]
32. Behroozy N, Shehni Yeylagh M, Alizadeh Y. Relationship of attachment to parent and peers with perfectionism and academic performance in the public high school students of Ilam. J Educ Psychol Stud. 2013;10(17):23-50. [Persian] [Homepage]
33. Asgari P. Handbook of Cognitive Psychology Tests. Ahwaz: Islamic Azad University Press; 2009.
34. Cohen S, Kamarck T, Mermelstein R. A global measure of perceived stress. J Health Soc Behav. 1983;24(4):385-96. [PubMed]
35. Arnold A, Lewis J, Maximovich A, Ickovics J, Kershaw T. Antecedents and consequences of caregiving structure on young mothers and their infants. Matern Child Health J. 2011;15(7):1037-45. [PubMed]
36. Human HA. Structural equation modeling with LISREL software application. Tehran: SAMT Press; 2005. [Homepage]
37. Au A, Lai MK, Lau KM, Pan PC, Lam L, Thompson L, Gallagher-Thompson D. Social support and well-being in dementia family cavegivers: The mediating role of self-efficacy. Aging Ment Health. 2009;13(5):761-8. [PubMed]
38. Harris PW, Pepper CM, Maack DJ. The relationship between maladaptive perfectionism and depressive symptoms: The mediating role of rumination. Personality Individual Differences. 2008;44(1):150-60. [Science Direct]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA

XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Pourseyyed SM, Motevalli MM, Pourseyyed SR, Barahimi Z. Relationship of Perceived Stress, Perfectionism and Social Support with Students’ Academic Burnout and -Academic Performance . Educ Strategy Med Sci 2015; 8 (3) :187-194
URL: http://edcbmj.ir/article-1-719-en.html
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 8, Issue 3 (July-August 2015) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
Persian site map - English site map - Created in 0.05 seconds with 37 queries by YEKTAWEB 4645