Causal Model of the Association between Academic Burnout and Achievement Goals: The Intermediating Role of Self-Efficacy and Procrastination

There has been growing recognition that medical students, interns, residents, and practicing physicians across many specialties are prone to burnout, with recent studies linking high rates of burnout to adverse mental health issues. The aim of this study was to examine factors affecting academic burnout among medical students and investigate the association between achievement goals and its dimensions, academic self-efficacy, and academic procrastination in the form of a causal model.
For this purpose, 174 students (98 in the clinical stage and 76 in the preclinical stage) of Shiraz University of Medical Sciences (Iran) were selected based on Cochran’s Formula and through simple random sampling. The data collection tools consisted of the Maslach Burnout Inventory-Student Survey (MBI-SS), Achievement Goal Questionnaire (Elliot and McGregor), Academic Self-Efficacy Scale (Midgley et al.), and Academic Procrastination Scale (Savari). To analyze the data, path analysis and the Pearson correlation coefficient were used.
The resulting path models indicated that academic burnout had significant negative relationships with mastery achievement goal, performance-approach, and academic self-efficacy, but it had significantly positive relationships with academic procrastination and performance-avoidance. It was also found that achievement goals had impact on academic burnout through academic procrastination and self-efficacy. The explained variance of academic burnout was 0.61.
It was found that achievement goals and academic self-efficacy had significant effects on academic procrastination and burnout. Thus, it is suggested that those involved in education provide the students with situations in which they can achieve a higher sense of empowerment in learning, so that they become more engaged in their academic work and be less likely to experience burnout.