Volume 2, Issue 2 (autumn-winter 2015)                   DSME 2015, 2(2): 45-53 | Back to browse issues page

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Sahaghi H, Moridi J. Relationship between social support and self-regulated learning with academic burnout in students of Jondishapour University of Ahvaz. DSME 2015; 2 (2) :45-53
URL: http://dsme.hums.ac.ir/article-1-101-en.html
Abstract:   (5949 Views)

Introduction: Learning  is usually measured by  its academic performance. Many factors affect the academic performance of students. Some of these factors contribute to improved performance and some learners function is weakened. Among the factors that negatively affect academic performance would be  academic burnout. The current study aimed to determine the relationship between social support and self-regulated learning with academic burnout. This is a correlative study.

 Methods: The statistical population of the research included all  students of Jondishapour Medical University of Ahvaz among whome were 256 students where  simple random sampling mehod was used. The data were collected using Social Support Scale, motivational strategies for learning questionnaire Pintrich and DeGroot, and academic burnout questionnaire of Breso et al and  analyzed  through correlation coefficient, and statistical software SPSS 18.

Results: The results indicated that there was a positive significant relationship between social support and self-regulated learning with academic burnout.

Conclusion: According to the findings,  it is concluded that social support education,  self-regulation strategies and improving academic performance has been effective tools in reducing burnout.

Full-Text [PDF 634 kb]   (3658 Downloads)    
Type of Study: Orginal | Subject: Special
Received: 2016/05/31 | Accepted: 2016/07/25 | Published: 2016/10/3

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