Middle Eastern Journal of Disability Studies

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Gol Aflak Z, Dasht Bozorgi Z. Providing a Model of Academic Burnout based on Quality of University Life, Academic Resilience, and Hope for Employment in Anxious Students. MEJDS 2021; 11 :178-178
URL: http://jdisabilstud.org/article-1-2258-en.html

Background & Objectives: Anxiety can effectively create and increase the inability to achieve goals. Anxious students encounter academic failure or even academic burnout. Academic burnout is a response to academic difficulties and results from a mismatch between educational resources and own and others' expectations for academic success. Factors affecting academic burnout include the quality of university life, academic resilience, and hope for employment. The quality of university life is a complex, dynamic, and multifaceted concept, indicating students' satisfaction from university life, with a significant impact on the quality of students' learning and the improvement of the university education system. Academic resilience is the rate of academic flexibility in the face of difficulties, stresses, and challenging situations that lead to academic achievement. Hope to employment means the rate of hope to get a job in the future and use appropriate strategies to achieve it. The anxiety rate is high in university students. Besides, anxiety in students leads to a decline in academic performance, and in the case of intensification and persistence, it causes academic burnout. Thus, this research aimed at providing a model of academic burnout based on the quality of university life, academic resilience, and hope to employment in anxious students.
Methods: This was a cross-sectional and correlational study. The research population was all anxious students of the Islamic Azad University of Ahvaz Branch in the 2019-2020 academic year (N=~3800). Of them, 300 students were selected based on Cochran's formula as the sample by the convenience sampling method. Data collection tools included the questionnaires of academic burnout (Breso, Salanova & Schaufeli, 2007), quality of university life (Sirgy, Lee, Grzeskowiak & Yu, 2010), academic resilience (Martin & Marsh, 2008), hope to employment (Qureshirad, 2008), and anxiety (Beck, Epstein, Brown & Steer, 1988). The obtained data were analyzed by Pearson correlation coefficient and structural equations modeling using path analysis in SPSS and LISREL at the significance level of 0.05.
Results: The findings suggested that 46.7% and 53.3% of anxious students were male and female, respectively. Thus, 71.7% were aged 21-30 years, 25% were aged 31-40 years, and 3.3% were aged 41-50 years. In addition, 43.3% were studying at the undergraduate level, 52.7% at the Master's level, and 4% at the PhD level. The Pearson correlation data revealed that the quality of university life (r=-0.41, p<0.001), academic resilience (r=-0.62, p<0.001), and hope to employment (r=-0.46, p<0.001) presented an inverse relationship with academic burnout; quality of university life with academic resilience (r=0.37, p<0.001) and hope to employment (r=0.59, p<0.001) and academic resilience with hope to employment (r=0.43, p<0.001) demonstrated a direct relationship. Also, the quality of university life (Beta=0.41, p<0.001) and academic resilience (Beta=0.34, p<0.001) positively impacted hope to employment, the quality of university life (Beta=-0.32, p<0.001), academic resilience (Beta=-0.45, p<0.001), and hope to employment (Beta=-0.36, p<0.001) negatively affected academic burnout and the quality of university life (Beta=-0.15, p<0.001) and academic resilience (Beta=-0.12, p<0.001) with the mediation of hope to employment had a negative effect on academic burnout. Based on the index of root mean square error of approximation (RMSEA=0.02), the model of academic burnout based on quality of university life, academic resilience, and hope to employment in anxious students had a good fit.
Conclusion: Based on the current study findings, to reduce the academic burnout of anxious students, it is necessary to design programs to improve the quality of university life, academic resilience, and hope for employment.