The Role of Resilience, Emotional Regulation and Self-Efficacy in Predicting Academic Burnout o Female Students in Senior High Schools of Ardabil

Document Type : Research Paper

Authors

1 Department of General Psychology, Sana Institute of Higher Education, Sari, Iran.

2 Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

3 Young Researchers and Elite Club, Sari Branch, Islamic Azad University, Sari, Iran.

10.22098/jsp.2021.1139

Abstract

Objective The present study was conducted to investigate the role of resilience, emotion regulation and self-efficacy in predicting students' academic burnout. 
Methods The research method was correlational. The population consisted of 10th grade high school students (n=3649) in Ardabil city during the academic year of 2019-2020. The sample consisted of 246 students. For gathering data, Breso et al.’s burnout questionnaire, Gross and John’s emotion regulation questionnaire, Conner and Davidson’s resiliency questionnaire, military general self-efficacy beliefs questionnaire, Schwarters and Bourne’s questionnaire were administered. Pearson correlation and multivariate regression analysis were used to analyze the data. 
Results The results showed that resiliency, emotion regulation and self-efficacy can predict students' academic burnout. As a result, resilient, self-efficacious and well-adjusted students are less vulnerable to academic burnout.
Conclusion Therefore, reinforcing this variable in students who are exposed to academic burnout improves their academic performance.

Keywords

References

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Journal of School Psychology
Volume 10, Issue 1
March 2021
Pages 58-71

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