Investigating the Role of Academic Stressors and Education-al Environment on Academic Burnout and Academic Procrastination of Student Teachers at Farhangian University

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangiyan University, Iran, Tehran

2 B.A. in Education, Farhangian University, Arak, Iran

3 B.A. in Guidance and Counseling, Farhangian University, Arak, Iran

10.22091/jrim.2024.11368.1100

Abstract

The present study aimed to investigate the role of academic stressors and educational atmosphere on academic burnout as well as academic procrastination of student teachers at Farhangian University. For this purpose, descriptive analytical method of correlation type, in the form of structural equation modeling was used. The statistical population of this research included all student teachers of Farhangian University in Arak Province in the academic year of 2023-2024. From this society, 100 student teachers were selected as samples using random sampling method. In order to collect information, questionnaires related to academic procrastination, academic burnout, academic stressors as well as perception of educational atmosphere were used. The statistical method of structural equation modeling and Smart PLS software were used to analyze the collected data. In examining the external models, three criteria of reliability, convergent validity, divergent validity, and combined reliability were used, as well as to examine the mediating effect, the bootstraping test and coefficient of determination were used to evaluate the internal model. The results show that procrastination has a positive and significant effect on academic burnout. Also, academic stressors have positive and significant effect on procrastination and academic burnout. Also, creative atmosphere has a negative and significant effect on academic burnout and academic stressors have negative effect on creative atmosphere.

Keywords


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