Testing the conceptual model of mediating role of self-regulation learning and achievement goals in the relationship between epistemological beliefs and academic burnout in the students of humanity science group in Shiraz Payame-noor University.

Document Type : Research Paper

Authors

1 Islamic Azad University of Marvdasht

2 pnu faculty

Abstract

Test of conceptual model of mediating role of self-regulation learning and achievement goals in the relationship between Epistemological Beliefs and educational burnout

Farzad Pourgholam

Abstract
The aim of this study was investigating the relationship between epistemological beliefs and educational burnout, by respect of the mediating role of self-regulation learning and achievement goals. 384 students of Shiraz Payame-Noor University were randomly selected through multistage cluster sampling. They then, answered to a questionnaire composed of self-regulation learning, epistemological beliefs, achievement goals and educational burnout scales. Conceptual model was analysed by AMOS. The results showed that achievement goals and self-regulation learning have a mediating role between the Epistemological Beliefs and educational burnout at level p Keywords: self-regulation learning, achievement goals, Epistemological Beliefs, educational burnout

Keywords

Main Subjects


Jamali, Marzieh and Kayamanesh, Alireza and Bagheri, Fariborz (2017), Structural Patterns of Achievement Goals, Academic Burnout, and Academic Performance: A Study on the Mediating Role of Self-Regulatory Learning, Knowledge and Research Quarterly in Applied Psychology, 18 (68)
Jamali, Marzieh and Kayamanesh, Alireza (2016), The Role of Progress and Academic Burnout in Academic Performance: By Intermediating Expectancy and Self-discipline Learning, Journal of Empirical Psychology, Iranian Journal of Psychology, 13 (52)
 Hossein Abadi Farahani, Mohammad Javad, Kasirlou, Leila, Inanlou, Farhad (2018), Relationship between Achievement Motivation and Academic Burnout in a Descriptive-Correlation Study, Journal of Nursing Education, 6( 5)
Hakami, Sara, Shokri, Omid, (2017), The Relationship Between the Goals of Progression and Educational Well-being: A Model of Intermediary Effects of Progressive Emotions, Quarterly Journal of Measuring & Evaluation Studies, 5( 11)
Zakeri, Hamid Reza, (2009). Predicting self-malformation based on parenting styles and personality traits with goal orientation mediation. Thesis Master of Science (MSc). Shiraz University. Faculty of Education and Psychology.
Rastegar, Ahmad, Ghorban Jahromi, Reza, Saeid, Mazlumian, (2011). The model of the relationship between belief beliefs, goals of progress and cognitive development. Tehran, Psychology Quarterly, under print.
Rostami, Zainab; Abedi, Mohammad Reza; Washufali, Wilmarby (2010). Standardization of Masl's Student Exhaustion Scale in Female Students of Isfahan University. Educational New Approach, 13 (1), 38-21.
Zare, Hossein, Rastegar, Ahmad, (2013). The Relationship between Epistemological Beliefs and Cognitive Processes: A Study of the Mediating Role of Progress Goals. Psychology Quarterly, under print.
Sahaqi, Hakim, Disciple, Jaleh (2017). The Relationship of Social Support and Self-Regulatory Learning with Academic Burnout in Jundishapur Students in Ahvaz, Developmental Strategies in Medical Education, 2( 2 ) (4)
Seif, Ali Akbar (1997). Psychology, Psychology, Learning and Education. Informed Publishing
 Seif, Mohammad Hassan, Rastegar, Ahmad, Ershadi, Raheleh,  Mazlomian, Saeed (2014), The causal model of relationship between goal orientation and academic burnout: the role of intermediate self-efficacy and academic procrastination, Journal of Developmental steps in medical education, 13( 4 ) 36
Karashki, Hossein, (2014). Studying the role of family and school perceptions and motivational patterns in student self-regulation learning, PhD thesis, Tehran University
Kajbaf, Mohammad Bagher, Molavi, Hussein, Shirazi Tehrani, Alireza (2003). The Relationship between Motivational Beliefs and Self-Regulatory Learning Strategies with Academic Performance of High School Students. Cognitive Science Teams. 5( 1)
Kadivar, Parvin, Farzad, Vali ..., Kavosyan, Javad, Nikdel, Fariborz (2007). Accelerating Askran's Exercise Inventory. Quarterly Journal of Educational Innovation,18( 32)
Lavasani, Gholamali, Hejazi, Elaheh, Rastegar, Ahmad, and Ghorban Jahrami, Reza (2009). IQ beliefs and academic progress: the role of educational achievement goals and goals. Psychological research, 2 and 1, pp. 25-11.
Motazareh, Mohammad Hussein (2013). Examining the indirect effect of work-family conflict on life satisfaction, Journal of Clinical Psychology and Personality Research, Shahed University, Tehran, 2010(8) 75-86.
Narimani, Mohammad, Rostam Oghli, Zahra, Mosazadeh, Tavakol, (2015). The role of procrastination, self-regulation and meta-cognitive beliefs in the prediction of academic burnout among high school female students, Quarterly Journal of Research in Educational Systems, 10(33)
Niccell, Fariborz (2005). Investigating the relationship between perception of classroom environment and motivational beliefs (goal orientation and academic self-concept) with academic excitement and self-learning. The role of mediator of academic excitement. Ph.D. in Educational Psychology, Tarbiat Moalem University of Tehran.
Hooman, Heidar Ali (2005). Structural equation modeling using LaserL software, side publishing.
Akyol, G., Sungur, S., & Tekkaya, C., (2010). The contribution of cognitive
and metacognitive strategy use to students’ science achievement. Educational Research and Evaluation, 16, 1–21.
Azevedo, R., Feyzi-Behnagh, R., Duffy, M., Harley, J., & Trevors, G. (2012). Metacognition and self-regulated learning in student-centered learning environments. In D. Jonassen, & S. Land (Eds.), Theoretical foundations of learning environments. NY: Routledge.
Bandura, A. (2002). Self-efficacy: The exercise of control. New York: Freeman
Bromme, R., Pieschl, S., & Stahl, E. (2010). Epistemological beliefs are standards for
adaptive learning: a functional theory about epistemological beliefs and Metacognition and Learning, 5, 7e26.
Burkett, C., & Azevedo, R. (2012). The effect of multimedia discrepancies on metacognitive judgments. Computers and Human Behavior, 28, 1276e1285
Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21, 337–346. http://dx. doi.org/10.1016/j.lindif.2011.03.002.
Kljajic, K., Gaudreau, P., Franche, V. (2017). An investigation of the 2 × 2 model of perfectionism with burnout, engagement, self-regulation, and academic achievement, Learning and Individual Differences 57 (2017) 103–113.
Cury, F., Elliot, A, J., Moller, A, C. (2003).The Social–Cognitive Model of Achievement Motivation and the 2 × 2 achievement Goal Framework. Journal of Personality and Social Psychology, Vol. 90, No. 4, 666–679
Dahl, T. I., Bals, M., & Turi, A.-L. (2005). Are students’ beliefs about knowledge and
learning associated with their reported use of learning strategies? British Journal of
Educational Psychology, 75, 257–273.
Diehl, M., Semegon, A. B., & Schwarzer, R. (2006). Assessing attention control in goal
pursuit: A component of dispositional self-regulation. Journal of Personality
Assessment, 86, 306–317. http://dx.doi.org/10.1207/s15327752jpa8603_06
Diseth, Å. & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives,
goals, learning strategies, and academic achievement. British Journal of Educational
Psychology, 80, 671–687. http://dx.doi.org/10.1348/000709910X492432.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628. http://dx.doi.org/10.1037/0022-0663.100.3.613
Elliot, R. (2005). A ten-year study of procrastination stability. Unpublished Masters, University of Louisana, Monroe.
Gailliot, M. T., Baumeister, R. F., DeWall, C. N., Maner, J. K., Plant, E. A., Tice, D. M., ... Schmeichel, B. J. (2007). Self-control relies on glucose as a limited energy source: Willpower is more than a metaphor. Journal of Personality and Social Psychology, 92, 325–336. http://dx.doi.org/10.1037/0022-3514.92.2.325.
Greene, J. A., & Azevedo, R. (2009). A macro-level analysis of SRL processes and their relations to the acquisition of sophisticated mental models. Contemporary Educational Psychology, 34, 18e29.
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2008). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638– 645.
Huijun,L.,Dejun,G,.Hungli,D., Peixia, G.(2006).Relationship among achievement goal orientation , test anxiety and working memory(article written in chinese). Acta psychological Sinica,32 (2),254-261. 
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422–449. http://dx.doi.org/10.1037/a0018947.
Kata, A. (2012). Anti-vaccine activists, Web 2.0, and the postmodern paradigm e an overview of tactics and tropes used online by the anti-vaccination movement. Vaccine, 30, 3778e3789. http://dx.doi.org/10.1016/j.vaccine.2011.11.112.
Kendeou, P., Walsh, E., Smith, E. R., & O'Brien, E. J. (2014). Knowledge revision processes in refutation texts. Discourse Processes, 51, 374e397. http://dx.doi.org/ 10.1080/0163853X.2014.913961
Kizilgunes, B., Tekkaya, C. & Sungur, S. (2009). Modeling the relations among students’ epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243–256.
Koksal, M. S. (2011). Epistemological predictors of self-efficacy on learning biology and test anxiety related to evaluation of learning on biology for pre-service elementary teachers. Journal of Science Teacher Education, 22, 661–677.
Lewandowsky, S., Ecker, U. K. H., Seifert, C., Schwarz, N., & Cook, J. (2012). Misinformation and its correction: continued influence and successful debiasing. Psychological Science in the Public Interest, 13, 106e131. http://dx.doi.org/ 10.1177/1529100612451018.
Liem, A., Lau, S., & Nie, Y. (2008).The Role of Self- efficacy, Task Value and Achievement Goal in Predicting Lerning Strategies, Task Engagement, Peer Relationship and Achievement Outcome. ContemporaryEducational Psychology, 33, Pp. 486-512.
Linnenbrink-Garcia, L., Tyson, D. F. & Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. Revue Internationale de Psychologie Sociale, 21(1-2), 19–70
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
 Paris, H. (2003). Alonso-Tapia, E. PanaderoEffect of self-assessment scripts on self-regulation and learningInfancia y Aprendizaje, 33 (3) (2010), pp. 385–397.
Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in Higher Education, 46, 731–768. Putwain, D. W., and R. A. Daniels (2010), Is the relationship between competence beliefs and test anxiety influenced by goal orientation? Learning and Individual Differences, 20(1), 8-13.
Pintrich, P. (2002). A motivational science perspective on the role of student motivation in learning and teaching contexts, Journal of Educational Psychology, 95: 667-686..
Rastegar, A., Ghorban-jahromi, R., Salim H, A., Akbari, A, R. (2010). The relation of epistemological beliefs and mathematics achievement: the mediating role of achievement goals, matematics self- efficacy, and cognitive engagement. Procedia Social and Behavioral Sciences, 5 791-797.
Richardson, T. E., long, G. L. & woodly, A. (2012). Academic engagement and perception of quality in distance education. Open learning, 18, 166-170.
Salmela-Aro, K. & Parker, P. D. (2011). Developmental processes in school burnout: A comparision of major developmental models. Learning and Individual Differences, 21, 244-248
Salmela-Aro, K., & Naatanen, P.(2005). BBI-10. Koulu-uupumusm ittari. School burnout inventory. Helsinki: Edita.
Salmela-Aro, K.; H. Savolainen & L. Holopainen. (2005). Depressive Symptoms and School Burnout during Adolescence. Journal of Youth and Adolescence. 6. 34-45.
Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. In Hofer, B. K. & Pintrich, P. R. (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 103–118). Mahwah, NJ: Erlbaum.
Stana ،A. Opreab ،C (2015). Test anxiety and achievement goal orientations of students at a Romanian university. Procedia - Social and Behavioral Sciences 180 (2015) 1673 – 1679.
Tanaka, A, Takehara, T, & Yamauchi, H. (2006). Achievement goals in a presentation task: Performance expectancy, achievement goals, state anxiety, and task performance. Learning and Individual Differences, 16, 93-99.
Tanaka, A., Takehara, T., & Yamauchi, H. (2006). Achievement goals in a presentation task: Performance expectancy, achievement goals, state anxiety, and task performance. Learning and Individual Differences, 16, 93–99.
Tikkanen, L., Pyha¨lto, K., Pietarinen, J., Soini5, T. (2017). Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies. Soc Psychol Educ DOI 10.1007/s11218-017-9379-9
Vansteenkiste, M., Lens, W., & Vanden Auweele, Y. (2010). Beyond positive and negative affect: Achievement goals and discrete emotions in the elementary physical education classroom. Psychology of Sport and Exercise, 10, 336–343.
Yang, F.-Y., & Tsai, C.-C. (2007). Personal epistemology and science learning: A review on empirical studies. In K. Tobin, B. Frasier, & C. McRobbie (Eds.), Second international handbook of science education (pp. 259–280). New York, NY: Springer.