نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، گروه روانشناسی تربیتی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران
2 دانشیار، گروه روانشناسی تربیتی، دانشگاه قم، قم، ایران
3 دانشیار، گروه روانشناسی ، دانشکده علوم انسانی، دانشگاه طلوع مهر، قم، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: This study aimed to examine the role of information processing styles in academic burnout among students, with achievement goals serving as a mediating factor. The research was conducted with students from the Islamic Azad University, Qom Branch.
Methodology: This study was applied in purpose and employed a correlational design based on structural equation modeling (SEM). The statistical population comprised all psychology and educational sciences students enrolled at Islamic Azad University, Qom branch, during the 2020–2021 academic year. A total of 440 students were selected through convenience sampling. Data were collected using the Rational–Experiential Inventory (REI; Pacini & Epstein, 1999) to measure information processing style, the Maslach Burnout Inventory (MBI; Maslach, Jackson, & Leiter, 1996), and the Achievement Goal Questionnaire (AGQ; Midgley, Kaplan, & Middleton, 2001). The validity of the questionnaires was established using content validity and construct validity methods, specifically confirmatory factor analysis. Reliability was assessed and confirmed through Cronbach's alpha and composite reliability coefficients. The academic burnout questionnaire demonstrated validity and reliability with a fit index of RMSEA = 0.07 (< 0.08), a Cronbach's alpha of 0.89, and a composite reliability of 0.91. For the achievement goals questionnaire, the fit index was RMSEA = 0.06 (< 0.08), with a Cronbach's alpha of 0.79 and composite reliability of 0.72. Data analysis was conducted at two levels: descriptive and inferential (structural equation modeling). This analysis was performed using SPSS 16.0 and LISREL 8.8 software.
Findings: The results indicated significant positive causal relationships between rational processing style and mastery goals (β = 0.65), as well as between rational processing style and approach goals (β = 0.14). There was a positive and significant causal relationship between experimental processing style and avoidance goals (β = 0.29), as well as between avoidance goals and academic outcomes. The processing style and approach goals showed no significant relationship (β = 0). Burnout was positively associated with a coefficient of β = 0.15. Significant negative relationships were found between rational processing style and avoidance goals (β = -0.14), mastery goals and academic burnout (β = -0.87), and approach goals and academic burnout (β = -0.19). Additionally, a significant positive relationship was observed between experimental processing style and mastery goals (β = 0.09). The largest effect sizes were noted for the relationship between rational processing style and mastery goals, as well as between mastery goals and academic burnout, mediated by achievement goals.
Conclusion: The research findings suggest that students with a rational processing style are more likely to adopt mastery-oriented achievement goals and are less prone to academic burnout. Therefore, policymakers and university administrators are advised to provide training programs for instructors and students aimed at promoting rational information-processing styles. Additionally, creating supportive educational environments that encourage mastery-oriented achievement goals can play a significant role in reducing academic burnout.
کلیدواژهها [English]
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