The Perception of Learning Environment and Academic Burnout: Mediate role of Academic Resilience

Attending University is not always pleasant for all the students and students can sometimes encounter with challenges leading them to uninterested, fatigue, and ineffectiveness feeling. Uninterested, fatigue, and ineffectiveness feeling are of academic burnout dimensions have attracted many researcher's interest in recent decades. Bearing this mind, the present research aims at identifying the relationship of perception of learning environment and academic burnout with academic resilience mediating among the students of Hakim Sabzevari University.
The present study is cross-sectional (modeling of structural relationships). The population encompasses all the educational sciences students of Hakim Sabzevari University; 170 of which are randomly selected as the sample. The instruments are three questionnaires, Dundee Ready Educational Environment Measure questionnaire, Samuel's Academic Resilience questionnaire, and Breso Academic Burnout questionnaire. The collected data are analyzed by SPSS and AMOS.
Findings: The findings of the study demonstrated that perception of learning environment had a significant effect on academic burnout (-0.33) and academic resilience (0.51). And academic resilience had a significant effect on academic burnout (-0.55). Beside the direct effects, the indirect effect of perception of learning environment on academic burnout via academic resilience was significant (-0.28). Also according to the model fit indices, goodness of fit index (0/93), Root Mean Square Error of Approximation (0/07), normative fit index (0/90) the proposed model was a good fit.
Not only perception of learning environment directly influences on academic burnout, but it also indirectly influences it through academic resilience.