The mediating role of teacher-student conflict in relationship between responsibility

Students in the learning process, due to stress, curriculum press or other psychological factors, show a state of emotional exhaustion, depersonalization and sense of low personal achievement. This research was aimed to investigating the casual relationshipbetween academic burnout and academic responsibility and mediating role of teacher-student conflict in students. The current research was conducted by correlation method and analyzed by structural equations modeling. Statistical population was involved the high school students in Tehran that 400 people of those was selected through multistage sampling. The instruments were academic burnout questionnaire (Bresó, Salanova, & Schaufeli, 2007), responsibility of students questionnaire (Ne’mati, 2008) and teacher-student conflict questionnaire (Lopez, & et al, 2006). This model fit to data. The direct effect of academic responsibility and teacher-student conflict on academic burnout are significant at 0.01 level. Indirect effect of academic responsibility on academic burnout with mediating teacher-student conflict is significant at 0.05 level and This model can predict the effective factorson academic burnout and can be used for preventing of academic burnout.