The Effect of Grades, Neuroticism and Self-regulated learning Strategies on Academic Burnout: Testing a Conceptual Model

This descriptive study investigated the effect of grades، neuroticism and self-regulated learning strategies on academic burnout to test a theoretical model. The statistical population consisted of all undergraduate students from Azad University-Ashkezar branch (1162 people). Sample of 290 students were selected using cluster sampling. Data were collected by neuroticism scale (McCrae & Costa، 1992)، Motivated Strategies for Learning Questionnaire (Pintrich & De Groot، 1990) and academic burnout inventory (Bresó، Salanova & Schaufeli، 2007) and were analyzed by simple correlation and path analysis. Our results، consistent with the hypotheses showed that grades (P<0. 05) and neuroticism (P<0. 01) positively and self-efficacy (P<0. 01)، intrinsic value (P<0. 01) and self-regulation (P<0. 05) negatively affect academic burnout. Also neuroticism (P<0. 05)، self-efficacy (P<0. 01) and intrinsic value (P<0. 05) affect academic burnout via mediator variable of self-regulation. In total، 58% of the variance of academic burnout was explained by those variables.