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:: 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:   (12251 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]   (4576 Downloads)    
Article Type: Original Research | Subject: Health
Received: 2014/10/3 | Accepted: 2015/07/11 | Published: 2015/07/27
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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
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Volume 8, Issue 3 (July-August 2015) Back to browse issues page
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