The Protective Role of Psychological Flexibility and Self-Direction with the Mediation of Mindfulness in Entrance Exam Students' Academic Burnout

Document Type : Original Article

Authors

1 Ph.D. student in Educational Psychology, Faculty of Humanities, Azad University, Tabriz Branch, Tabriz, Iran.

2 Professor of Educational Psychology, Faculty of Humanities, Azad University, Tabriz Branch, Tabriz, Iran

3 Assistant Professor of Psychology, Faculty of Humanities, Azad University, Tabriz Branch ,Tabriz, Iran

10.22091/jrim.2025.11686.1141

Abstract

Students who take Entrance examination experience different challenges in their academic path in the Entrance examination year. One of the most important obstacles to their success is academic burnout. Based on this, the current research seeks to find a causal model of academic burnout based on psychological flexibility and self-direction with the mediation of mindfulness in entrance exam students. For this purpose, among the 805 entrance exam students of Malekan city, 264 people were selected according to Morgan’s table and with the proportional stratified random method, and completed  the academic burnout questionnaires of Moslesh (1981), psychological flexibility of Ben Itzhak, Bluevstein and Moore (2014), Self-leadership completed Houghton and Neck (2002) and mindfulness by Bauer et al. (2006). The obtained data were tested using with SMORT-PLS software and structural equation modeling with partial least squares (PLS). The results indicated the direct effect of psychological flexibility and self-direction on academic burnout, as well as their indirect effect through mindfulness on academic burnout. According to the obtained results, by increasing the level of psychological flexibility and self-direction of entrance exam students, it is possible to prevent them from suffering from academic burnout or reduce their level of academic burnout.

Keywords

References

 
Abbasi Rostami, N. (2013). An overview of self-leadership theories (concepts and factors affecting self-leadership). Development of Human Resources Management and Support, 34(18), 123-140. [In Persian]
Abdol Maleki, H., & Khorasani Toroghi, H. (2018). Presenting a model of the role of self-leadership strategies on the empowerment of physical education teachers with the mediation of intellectual capital. Sports Science Quarterly, 11(35), 73-78. [In Persian]
Ahmadvand, Z., Heydari Nasab, L., & Shairi. M. R. (2013). Explaining psychological well-being based on the components of mindfulness, Health Psychology, 1(2).60-69. [In Persian]
Akbarpour Bani, M., Fahimi ,M., Kameli, S., & Sarkeshikian, M. (2023). The effectiveness of mindfulness exercises based on acceptance and commitment on cognitive anxiety, physical and psychological flexibility of female athletes. Development of psychology, 12 (5). 53-62. [In Persian]
Arab Jafari, M., Irvani, R., & Fahami, R. (2021). Predicting academic burnout based on mental vitality, psychological flexibility and academic self-efficacy of students in the course of virtual education. International Conference of Psychology, Educational Sciences and Lifestyle. [In Persian]
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J. & Toney, L.(2006) .Using self-report  assessment methods to explore facets of mindfulness. Assessment,13(1). 27-45.
Ben-Itzhak, S., Bluvstein, I., & Maor, M. (2014). The Psychological Flexibility Questionnaire (PFQ): Development, Reliability and Validity. WebmedCentral Psychology,  5(4).70-82.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological wellbeing. Journal of Personality and Social Psychology, 8(4). 822- 848.
Dahani, N. Z., & Nasti Zaei, N .(2021). The relationship between academic apathy and exam anxiety with academic burnout of Farhangian University students. Educational and Educational studies ,4(10). 449-467. [In Persian]
Elloy, D., & Patil, V. (2014).Self-Leadership and Burnout: An Exploratory Study. International Journal of Business and Social Science , 5(9),7-13.
Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A., & Lillis, J. (2006). Acceptance and commitment therapy: Model, processes and outcomes. Behaviour Research and Therapy, 44(1),1-25.
Houghton, J. D., & Neck, C. P. (2002). The revised self- leadership questionnaire: Testing a hierarchical factor structure for self- leadership. Journal of Management Psychology, 17 (10), 672-691.
Hyun, S., Lee, H., Choi, Y., & Kang, S. (2022). The Effects of Coping Flexibility and Proactive Coping on Academic Burnout of College Students: Focusing on Hierarchical Regression Analysis. Korean Association for Learner-Centered Curriculum and Instruction.
Kabat-Zinn, J. (2013). Mindfulness‐based interventions in context: past, present, and future. Clinical psychology. Science and Practice, 10(2), 144-156 .
Koppenborg, K. A., Garnefski, N., Kraaij, V., & Ly, V. (2024). Academic stress, mindfulness-related skills and mental health in international university students. Journal of American College Health, 72(3), 787-795.
Leupold, C., Lopina, E., & Erickson, J. (2020). Examining the Effects of Core Self-Evaluations and Perceived Organizational Support on Academic Burnout Among Undergraduate Students. Psychological Reports, 12(3), 1260 - 1281.
Mahdi, E., Souri, A., & Ainipour, J. (2022). Presenting a path analysis model of the relationship between psychological well-being and psychological capital and psychological flexibility with the mediation of mindfulness in master students of Psychology. Disability Studies, 129(12). 1-9. [In Persian]
Malik, H., & Annabi, C. A. (2022). The impact of mindfulness practice on physician burnout: A scoping review. Front. Psychol, 13(9).56-65.
Marais, G. A., Lantheaume, S., Fiault, R., & Shankland, R. (2020). Mindfulness-based programs improve psychological flexibility, mental health, well-being, and time management in academics. European Journal of Investigation in Health, Psychology and Education, 10(4), 1035-1050.
Mazrooghi, R., Heydari, E. (2012). Investigating the relationship between educational justice and academic burnout of students at the University of Welfare and Rehabilitation Sciences. Journal of Medical Education Studies and Development Center, 10(3), 210-216. [In Persian]
Movahednejad, S., Isazadegan, A., & Tajik, F. (2021). The mediating role of psychological flexibility in the relationship between quality of life and mental health of students. The 8th Congress of the Iranian Psychological Association. [In Persian]
Nasr Isfahani, A., Salehzadeh, R., & Rezaei, M. (2015). Investigating the relationship between personality traits and self-leadership strategies (case study: Isfahan students). Clinical Psychology and Personality,14(2).102-93. [In Persian]
Neck, C. P. & Manz, C. C. (2006). Mastering Self-Leadership: Empowering Yourself for Personal Excellence, 4th ed., Prentice-Hall, Upper Saddle River, NJ.
Negahdari, S., & Seif, M. (2022). Presenting a causal model of cognitive flexibility and addiction to social networks: the mediating role of self-efficacy, psychological well-being, and cognitive empathy among secondary school students in Shiraz. Social Cognition, 11(22), 53-65. [In Persian]
Rostami, Z., Abedi, M. R., & Schuffli, V. B. (2018). Normization of Maslesh academic burnout scale in female students of Isfahan University. New Educational Approaches,  6(1), 21-38. [In Persian]
Saati Masoumi, F., Jadidi, H., Yarahamdi,Y., & Akbari, M. (2021). The effectiveness of the program derived from the causal model of academic engagement on academic burnout. Family and Health Journal, 11(3). 23-11. DOI: 10.22059/japer.2021.278531643536 . [In Persian]
Safarzaei, M., Ameri, F., Mehrinejad,  S. A., Peivastehgar, M., & Khodabakhsh Pirkalani, R. (2019). Psychometric characteristics of psychological flexibility questionnaire in students, Psychological Health Research Quarterly, 14(2).1-10. [In Persian]
Sajadi,R., Karamdoost, N. A., Darani, K., Salehi, K., & Moghadamzadeh, A. (2016). Analyzing the success factors of top people in the national exam. Two Quarterly Journals of Higher Education Curriculum Studies, 8(16), 163-190. [In Persian]
Salmela-Aro, K , Savolainen, H. & Holopainen, L. (2008). Depressive symptoms and school burnout during adolescence. Journal of Youth and Adolescence, 6(3). 34-45.
Schaufeli, W. B ., Martinez, I.M., Marques Pinto, A., Salanova,M.,&Bakker, A.(2002).Burnout and engagement in university students: A cross – national study. Jornal of cross- cultural Psycology,33(5), 464-481.
Sharifi Fard, F; Asaish, H; Nowrozi, K; Hosseini, M and Taheri Khorama, Z. (2013). The relationship between motivation and academic burnout among nursing and paramedical students of Qom University of Medical Sciences. Journal of Qom University of Medical Sciences, 9(12), 72-78. [In Persian]
Smithikrai, C., & Smithikrai, B. (2024). Resilience and Self-Leadership as Moderators of Academic Stress and Burnout Among Thai University Students. The Journal of Behavioral Science, 19(1), 18–32.
Wei, H., Dorn, A., Hutto, H., Corbett, R., Haberstroh, A., & Larson, K. (2021). Impacts of Nursing Student Burnout on Psychological Well-Being and Academic Achievement.. The Journal of nursing education, 60( 7), 369-376.
Yu, W., Yang, S., Chen, M., Zhu, Y., Meng, Q., Yao, W., & Bu, J. (2022). School Psychological Environment   and Learning Burnout in Medical Students: Mediating Roles of School Identity and Collective Self-Esteem. Front. Psychol, 13:851912.

Files

History

  • Receive Date: 19 November 2024
  • Revise Date: 29 December 2024
  • Accept Date: 04 February 2025

Share

How to cite

Statistics