Abstract:
Article history:
Received date: 28 June, 2016
Review date: 15 July 2016
Accepted date:24 July 2016
Printed online:1 September
Purpose: The aim of the current study was to predict the high school studentschr('39') academic burnout based on social adjustment, academic procrastination and academic hope. Materials and method: Current research method was descriptive and correlational. The study population included all high school students of the state female high schools of Bojnourd. 350 students were selected as a sample employing multi-cluster sampling method. In order to collect data, social adjustment inventory, assessment scale of procrastination (PAS), academic hope and academic Burnout questionnaire were employed. Stepwise regression analysis was employed for data analysis. Findings: The results showed statistically significant Correlations between burnout scores with social adjustment, academic procrastination and academic hope scores. Also Stepwise regression analysis revealed that students’ burnout could be predicted by social adjustment, academic procrastination and academic hope. Discussion: Based on hope theories, the main reasons of academic procrastination and academic burn out were factors such as social adjustment and academic hope. Students who procrastinate and experience burn out because of hate toward doing the assignment tend to postpone it and thus have low hope and social adjustment because they are incapable of doing their assignments.
Machine summary:
In order to collect data, social adjustment inventory, assessment scale of procrastination (PAS), academic hope and academic Burnout questionnaire were employed.
Research Background Boudreau, Santen, Hemphill and Dobson (2004) reported that burnout was related to stressors including long hours engaging in practicum work, academic grades, uncertainty about the future plans, struggling to maintain relationships, control problems, low support from friends, less satisfaction with respondents’ balance between personal and professional life, not having enough time and interaction with peers.
Academic procrastination is a significant problem for college students, a moderate to strong negative predictor of grade point average (Moon & Illingworth, 2005), and a positive predictor of stress (Chu & Choi, 2005).
Findings of Hartup and Rubin (2013) shows that some level of academic procrastination is underestimating the time necessary to complete reading tasks, missing deadlines for submitting the assignments, preparing for examinations, receiving low course grades, and course withdrawal (Beswick, Rothblum, and Mann, 1988; Fritzsche, Rapp, & Hickson, 2003; Kachgal, Hansen, & Nutter, 2001; McCown, Petzel, & Rupert, 1987; Onwuegbuzie, 1999/2000, 2004; Semb, Glick, & Spencer, 1979).
Researchers have suggested that acculturative stress (Ying & Han, 2006), lower language proficiency (Yeh & Inose, 2003), and low academic self-efficacy (Gong & Fan, 2006) could account for students’ academic problems including academic procrastination.
In a research, Hosseinchari and Dehghani Nasab (2008) used Cronbach's alpha internal consistency and reliability to determine the reliability and validity of the scale to examine the “prediction of academic procrastination based on self-regulated learning strategies”, and the Cronbach's alpha coefficient was 79/0.