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Wyszukujesz frazę "academic burnout" wg kryterium: Temat

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    Wyświetlanie 1-3 z 3
    Tytuł:
    The Relationship of Academic Burnout and Academic Stress with Academic Self-Efficacy among Graduate Students
    Autorzy:
    Safarzaie, Hamideh
    Nastiezaie, Naser
    Jenaabadi, Hossein
    Powiązania:
    https://bibliotekanauki.pl/articles/1997799.pdf
    Data publikacji:
    2017-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    academic burnout
    academic stress
    academic self-efficacy
    Opis:
    This study aimed to examine the relationship of academic burnout and academic stress with academic self-efficacy among graduate students. 307 graduate students at the University of Sistan and Baluchestan (140 female and 167 male students) were selected as a sample using the stratified random sampling method. The subjects were evaluated by questionnaires on academic burnout, academic stress, and academic self-efficacy. Data was analyzed using one-sample t-test, Pearson’s correlation coefficient, and simultaneous regression analysis. Results revealed that academic burnout was significantly related to academic self-efficacy among the students, in the way that an increase in academic burnout among the students led to a decrease in their academic self-efficacy. Moreover, academic stress was significantly related to academic self-efficacy, in the way that an increase in academic stress among the students led to a decrease in their self-efficacy.
    Źródło:
    The New Educational Review; 2017, 49; 65-76
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Affective Structures among Students and Their Relationship with Academic Burnout
    Autorzy:
    Pourghaz, Abdulwahab
    Marziyeh, Afsaneh
    Bikar, Somaye
    Powiązania:
    https://bibliotekanauki.pl/articles/1997532.pdf
    Data publikacji:
    2017-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    affective structures
    positive affect
    negative affect
    academic burnout
    students
    Opis:
    The presented study aimed to determine the relationship between affective structures and academic burnout among male and female third grade high school students in Zahedan in the 2016/2017 school year. The descriptive-correlational study had a sample including 362 students selected with the use of a multistage cluster sampling method. To collect data, the Academic Burnout Questionnaire (Berso et al., 1997) and Positive and Negative Affect Schedule (Watson et al., 1988) were used. Results of the present study indicated that positive affect was significantly and diversely related to the subscales of academic burnout (academic fatigue, academic apathy, and academic inefficiency). Moreover, negative affect was significantly and directly related to all the subscales of academic burnout. Results of an independent t-test demonstrated that there were no significant differences between the male and female students with regard to positive and negative affects. However, academic burnout was higher among the male students compared to their female counterparts. Furthermore, results of a stepwise regression analysis showed that in the first step, positive affect alone predicted 22% of the variance in academic burnout and in the second step, negative affect increased the power of predicting academic burnout to 28%. Given the predictive power of affect, it can be effectively applied to prevent academic burnout.
    Źródło:
    The New Educational Review; 2017, 50; 47-55
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Związek zaangażowania w studiowanie i wypalenia studiami z osiągnięciami akademickimi
    Autorzy:
    Kulikowski, Konrad
    Powiązania:
    https://bibliotekanauki.pl/articles/2010577.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    engagement
    burnout
    academic achievement
    grade point average
    Opis:
    This study addresses the question how students’ engagement and burnout are related to academic achievement the grade point average and the number of passed exams. The study involved 205 students. Multiple regression analysis indicated that burnout is direct significant predictor of grade point average, but the engagement is not. Relation between students’ engagement and the grade point average was mediated by level of burnout. Further analysis revealed that students who have passed all the exams in the first term were characterized by lower level of burnout than students who have not passed all the exams in the first term. However, students from both groups did not differ, in the level of study engagement. The results indicate that high academic achievement is related to the lack of a burnout rather than the presence of engagement. Results also show that the grade point average and the number of passed exams are poor indicators of the level of students’ engagement.
    Źródło:
    Kultura i Edukacja; 2016, 1(111); 180-196
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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