Modeling of the Relationship among Student Academic Burnout, and Personal and Educational Experiences and Reporting of Avoidance Strategies: The Intermediating Role of Academic Engagement

Abstract

The purpose of present study is to investigate the Modeling of the Relationship among Student Academic Burnout, Personal and Educational experiences and Avoidance Strategies with the Intermediating Role of Academic Engagement. This research is carried out using correlation method and using structural equation method. The statistical population of the study consisted of all senior students of University of Kashan in 2017-2018 academic year (N=1218). Stratified random sampling was used. The sample size was estimated based on the Krejcie & Morgan formula of 300 (135 males and 165 females). The research tools include the Maslach's Burnout Inventory (Schaufeli et al., 2002), Avoidance Strategies Scale (Turner et al, 2002), Personal and Educational Development Inventory (Lawless & Richardson, 2004), and Academic Engagement Questionnaire (Reeve &Tseng, 2011). The analysis of the findings showed that the conceptual model of research has been appropriately fitted, so that academic burnout directly affects the personal and educational experiences of students and with the intermediating of academic engagement on both internal research variables (personal and educational experiences and reporting avoidance strategies). Student engagement as an intermediating variable has a significant correlation with other two introvert variables in the research domain and the extrovert variable of research (academic burnout), and burnout has reduced the academic engagement of the students. Finally, the results of the study showed that increased academic burnout in students can affect their academic engagement, their experiences during the university and the use of avoidance strategies