چکیده:
روش پژوهش از نوع توصیفی- همبستگی و جامعه آماری پژوهش شامل کلیة دانشآموزان دختر متوسطة دوم، شهر قم بود. به این منظور براساس جدول مورگان، تعداد 357 دانشآموز دختر به روش نمونهگیری تصادفی طبقهای انتخاب شدند و به پرسشنامههای حمایت تحصیلی ساندز و پلانکت (2005)، فرسودگی تحصیلی ماسلاخ و شوفلی (2001) و کیفیت زندگی در مدرسة اینلی و بورک (1992) پاسخ دادند. دادهها با استفاده از آمار توصیفی و استنباطی شامل ضریب همبستگی پیرسون و تحلیل رگرسیون سلسه مراتبی همزمان و آزمون Z سوبل مورد تجزیه و تحلیل قرار گرفت. نتایج آزمون همبستگی پیرسون حاکی از وجود ارتباط منفی معنادار بین حمایت تحصیلی و نیز کیفیت زندگی در مدرسه با مؤلفههای فرسودگی تحصیلی شامل بیعلاقگی تحصیلی، خستگی هیجانی و ناکارآمدی بود. همچنین، بین حمایت تحصیلی و کیفیت زندگی در مدرسه رابطة مثبت و معناداری مشاهده شد. به علاوه، تحلیل رگرسیون سلسه مراتبی نشان داد که حمایت تحصیلی میتواند فرسودگی تحصیلی را پیشبینی کرده و کیفیت زندگی در مدرسه دارای نقش واسطهای در رابطه میان حمایت تحصیلی با فرسودگی تحصیلی است. نتایج تلویحاً نشان میدهدکه حمایت تحصیلی نقش بازدارنده مهمی در ابتلا به فرسودگی تحصیلی دارد و به منظور مقابله با فرسودگی تحصیلی باید برنامهریزی و مداخله لازم برای ارتقاء حمایت تحصیلی کارآمد و مناسب و بهبود کیفیت زندگی دانشآموزان صورت گیرد.
Several key factors affect students’ academic performance. One such important factor is academic burnout which has recently attracted considerable research attention. Burnout is a syndrome of emotional exhaustion, depersonalization, and reduced personal integrity which results from chronic stress, heavy responsibility, time limitation/shortage, and lack of necessary resources and support for performing tasks. It usually occurs in occupations offering human services. Burnout is nowadays considered in academic situations and contexts, leading to being named as ‘academic burnout’. In school context, academic burnout refers to a state of negative feelings, lack of interest in fulfilment of the expected tasks (depersonalization), feelings of exhaustion due to academic expectations and requirements (emotional exhaustion), and finally feelings of inefficiency (ineffectiveness). Burnout could lead to several negative psychological consequences among students including emotional disturbances, negative affects, anxiety, depression, and low self-control. Therefore, it is obvious that academic burnout could have many negative consequences in terms of mental, psychological, and physical well-being. It seems academic support is an important factor which could play a key role in preventing academic burnout among students. The provision of academic support, whether it be direct or indirect, can increase learners’ interest, which can, in turn, significantly improve achievement. Academic support can take a vriety of forms. This can be either emotional, instrumental, or cognitive support. It can also include a combination of all of these different support types. It seems that the level of improvement in echievement can be determined by the kind, level, and the type of academic supports that are provided. Academic support could be provided from different sources, namely, parents, peers, and teachers, with each playing a distinctive role. These sources transmit values and expectations to students, offer them guidance, feedback, a secure atmosphere to fulfill them, and provide them with emotional support. In addition, the quality of life is a significant environmental factor, which can affect academic burnout. The quality of life at school has received much attention due to its importance in students’ lives. It is defined as students’ objective and subjective well-being as well as their general satisfaction in terms of positive and negative experience resulting from school activities. Forming students’ general perception of welfare, well-being, and their general satisfaction, these positive and negative experiences are the result of students’ involvement in school activities, the amount of happiness experiences, and positive and negative feeling, which show students’ satisfaction with their physical presence, emotional and social relationships, and daily school activities. Research indicates that receiving sufficient social support from family members and friends leads to higher satisfaction among students. Also, some studies have shown that social support could result in decreased emotional exhaustion by developing a desirable perception of the learning environment and academic quality of life. Moreover, appropriate academic support could predict higher social integrity, better academic quality of life, and decreased emotional exhaustion and disinterestedness. All in all, identifying predictive factors of academic burnout and determining their influence on learners’ academic performance are considered highly important for controlling academic burnout in educational psychology. The present study aimed to explore the relationship between academic support and academic burnout by considering the mediating role of quality of life in school among female students. Method: This study was descriptive with a correlational design. The statistical population was all female second-round high school students in 2016 in Qom, Iran. Based on Krejeci and Morgan’s Table, 357 students were selected via stratified random sampling. The data collection instruments included Maslach Burnout Inventory, Sands and Plunkett Academic Support scale, and Ainley and Bourke Quality of life in School Questionnaire. It is noteworthy that the reliability of all the instruments were calculated, and acceptable levels of Cronbach’s alpha were achieved and reported. The obtained data were analyzed using descriptive statistics as well as inferential statistics including Pearson Product Moment Correlation, Hierarchical Regression Analysis, and Sobel Z Test. Results: The correlation results indicated that there is a statistically significant negative relationship between academic support and quality of life in school, in one hand, and sub-scales of academic burnout including academic disinterest, emotional exhaustion, ineffectiveness, on the other hand; moreover, there was a statistically significant positive relationship between academic support and quality of life in school. As to Hierarchical Regression Analysis, the results showed academic support can predict academic burnout, and quality of life in school has a mediating role in the relationship between academic support and academic burnout. Discussion & Conclusion: The findings of the present study are in agreement with those of several other studies. This could be justified by considering the fact that any interpersonal relationship between the students and teachers which is indicative of a supportive relationship leads to academic interest among students. Additionally, the more logical expectations parents have from their children and the more academic support they provide, the less lack of interest the students will experience. Moreover, academic support could possibly help students to more successfully cope with their academic stress. Therefore, social support from parents, friends, and teachers prevents academic burnout and protects students against it. Student receiving enough academic support pay close attention to their abilities and competences and do not consider their incompetence and weaknesses as barriers to their success. Increased support from parents, peers, and teachers leads to increased hopefulness, self-efficacy, satisfaction with school, and in turn, increased academic adaptation. On the other hand, students’ quality of life at school is affected and shaped by many factors including family, friends, teachers, scientific and recreational facilities, freedom of speech, free time, values and cultural differences, parenting styles, fairness, self-control, and more importantly, their interactions. Based on the findings, it should be noted that the quality of life at school could predict students’ academic burnout and be affected by difficult and irrelevant tasks and activities, limited recreation, and lack of control and academic support. Consequently, this can lead to an increase in negative feelings and a decrease in abnormal behaviors, unusual absences, and mental and physical health. Accordingly, different forms of academic support like efficient teaching, fulfilling needs, and holding happy classes could lead to improvements in quality of life at school and generally decreases in students’ academic burnout. Overall, the findings imply that academic support has a preventive role in developing academic burnout; furthermore, careful planning and effective interventions should be performed to enhance students’ quality of life and their academic guidance.
خلاصه ماشینی:
طبق پژوهش هاي پيشين عوامل مختلفي از جملـه حمايـت اجتمـاعي ( khabbaz ٢٠١٥ ,et al &)، هــوش هيجــاني (٢٠١٦ ,Atadokht)، تــاب آوري ( & Yaghoobi ٢٠١٦) ,Bakhtyari، عـزت نفـس (٢٠١٦ ,Hosseini Soltan Nasir &Alizade, Tohidi ) و سطح اميدواري (٢٠١٧ ,Naseri &Sadoughi, Tamannaeifar ) بـه عنـوان عوامـل مـوثر در ميزان فرسودگي تحصيلي شناسايي شده اند.
نتـايج پژوهش هاي اخير بيانگر اين نکته است که حمايت مثبت معلم از استقلال و خودانگيختگي دانش آمـوزان در تقويت انگيزة پيشرفت و خودکارآمدي آنان موثر بوده و منجر به رضايت کلي و سازگاري دانش آمـوزان شده و در نهايت ، بر ميزان موفقيت آميز بودن دوران تحصيل اثرگذار بـوده و پـيش بينـي کننـدة عملکـرد تحصيلي بالاست (٢٠١٧ ,Hurd &Albright ؛ ٢٠١٧ ,et al &Nelson ؛ ,Martin &Collin ٢٠١٧؛ ٢٠١٧ ,et al &Ansong ) از سوي ديگر، يکي از متغيرهاي محيطي تأثيرگذار بر فرسـودگي تحصـيلي دانـش آمـوزان ، کيفيـت زندگي در مدرسه است .
بـر اساس اين رويکرد، عوامل فردي مانند عزت نفس ، خوش بيني ، انگيزه و خودکارآمدي ، هدفمنـدي و معنـا در زندگي و عوامل محيطي مانند عوامـل والـديني ( ,Goswami &Bradshaw, Keung, Rees ٢٠١١)؛ کنترل والدين و تعارضات خانوادگي (١٩٨٩ ,Simons &Robertson ) و ثبـات خـانوادگي (٢٠١٢ ,Casas &Dinisman, Motserrat )، امکانات محيطـي و فيزيکـي مـدارس ( Milfont ٢٠١٧ ,Denny &) و شـبکه ي تعـاملات و روابـط بـين فـردي (٢٠١٧ ,et al &Ansong ) و بسياري عوامل ديگر از اين دست با بهزيستي ذهني رابطه دارند.