The role of anxiety in academic achievement and academic procrastination in predicting students' academic burnout

Zahra Mosavi Hesari; Rahim Solgi

doi:10.61838/kman.jayps.1.1.5

Authors

Zahra Mosavi Hesari M.A of General Psychology, Islamic Azad University, Varamin-Pishva Branch, Tehran, Iran Author https://orcid.org/0000-0001-5388-9550
Rahim Solgi Lecturer at Islamic Azad University, Varamin-Pishva Branch, Tehran, Iran Author https://orcid.org/0000-0002-5442-3397

DOI:

https://doi.org/10.61838/kman.jayps.1.1.5

Keywords:

academic achievement anxiety, academic failure, academic burnout

Abstract

Background and Aim: The purpose of this study was to investigate the role of academic achievement anxiety, academic burnout and academic procrastination students. Methods: The statistical population of this study consisted of 2990 male and female students of the sixth and seventh grades of Varamin city in the academic year of 2017 who were randomly selected from cluster of 8 schools and selected by random sampling from the sixth and seventh grades according to the number of sixth grade students 1510 students) and the seventh grade (1480 students) were sampled for 306 students per academic year and a total of 612 students from each of the two bases were selected as sample size. They were then asked to answer the Alert and Haber Academic Achievement Anxiety Inventory (1960), Rudder Educational Injury (1390), and Academic Burnout Questionnaire (Brosu et al., 1997). The data were analyzed using correlation coefficient, regression and the mean difference between the two groups of girls and boys and the sixth and seventh bases, using multivariate analysis of variance. Results: In analyzing the anxiety regression, academic achievement with a standard beta score of 0.16 and academic procrastination with a beta of 0.19 had a significant predictive effect on academic burnout (P <0.01). The results of multivariate analysis of variance indicated that there was a significant difference between the two groups of students in the sixth grade and the seventh grade, with academic achievement anxiety, educational upheaval and academic burnout (p <0.01). Also, there were significant differences between academic achievement anxiety and academic procrastination (p <0.01) between male and female students, but there was no significant difference between students 'and students' educational burnout (p <0.01). Conclusion: The findings of this study showed that there is a positive correlation between academic burnout and academic achievement anxiety and there is a significant negative relationship between academic achievement anxiety and academic achievement anxiety among students.

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