The Relationship between the Quality of Learning Experience and self-regulation with Academic Burnout.

Educational burnout is one the most important experimentalfields in universities and finding the effective factors on them is really important. The aim of the present research is to investigate the relationship between Quality of Learning Experience and self-regulation with academic burnout among students in Qom University of Medical Sciences.

In this descriptive and correlational research.was conducted on 265 students in Qom University of Medical Sciences were  selected through stratified random sampling method with considering gender from School of Medicine, Dental Medicine, Nursing, Paramedics, Health and Traditional Medicine. Data were collected through 3 standard questionnaires on Quality of Learning Experience of Neuman , self-regulation of Hong and O’Neil and academic burnout of Berso et al . The Data were analyzed in SPSS (version 16) using descriptive statistics methods, Pearson correlation and independent t-test, and multiple regression analysis.

The results of Pearson correlation test showed that there was significant negative relationship between component Quality of resources with total of academic burnout scale and significant positive relationship between component student-student relationship with total of academic burnout scale (P<0/01). Also there was significant negative relationship between total of self-regulation scale and components that with total of academic burnout scale and omponents that . Finally multiple regression analysis revealed that, Only self-regulation predicted academic burnout significantly.

According to the results of the study the staff of the medical university and the masters must try to improve self-discipline ability in university students so they be busy doing their educational duties more and more and preventing them fromgetting involved in educational burnout. They also would be able tohave positive influence in constant education by improving the mentioned skill.