Core Self-Evaluations and Academic Burnout: The Mediating Role of Coping Styles

The purpose of this study was the mediating role of coping styles in the relation between core self-evaluations and academic burnout. By multistage cluster sampling, 233 students of Islamic Azad University from South Tehran Branch were chosen studying in bachelor’s and master’s degrees in 2015-2016 and completed Core Self-Evaluations Scale (CSEs; Juge, Ereza, Bono & Thoreson, 2003), School Burnout Inventory (SBI; Breso, Salanova & Schoufeli, 2007) and shortened version of the Coping Inventory for Stressful Situations (CISS-21; Calsbeek, Rijkan, Henegouwen & Dekker, 2002). The results of path analysis showed that problem-focused coping and emotion-focused coping had significantly mediating role in relation between core self-evaluations and academic burnout but avoidant coping has no significant mediating role. The data showed that problem-focused coping and emotion-focused coping had negative mediator role in relation between core self-evaluations and academic emotional exhaustion, academic uninterested, and had positive meditaitor role with academic inefficacy. Accordingly, it can be said that personality traits as a person can predict individuals differences in people’s coping styles and academic burnout. From these findings it can be concluded that training coping style reduce academic burnout effectively.