Relationship of academic burnout and self-regulated learning with academic performance of high school students

The purpose of the present research was to explore the academic performance relationship with self-regulated learning، and academic burnout of Ardabil city high schools in 2010-11. The statistical sample of this research was included 379 high school students (197 boys، 182 girls) of Ardabil city. They were selected by multi-stage cluster sampling method irrespective of their field and year of study. The tools used in this research were three questionnaires: MSLQ، Berso’s academic burnout and average grade of academic semester in 2010-11. The results showed that there was a positive relationship between self-regulated learning and academic performance. However، there was a negative relationship between of academic burnout dimensions and academic performance. The results of multiple regression showed that academic burnout had a better capability in predicting the academic performance in comparison with self-regulated learning and path analysis showed that the academic burnout variable was the only variable، which was able to have a direct influence on the academic performance of students. On the other hand، the results of Hotlling t2 showed that there was a significant difference among the combination of three dependent variables in the two groups of female and male students. For an exact study، independent t-tests were used for all of the variables and the results showed that there was a significant difference between female and male students، just in term of academic performance.