The role of resilience, emotional regulation and self-efficacy in predicting academic burnout of female students in senior high schools of Ardabil

The present study was conducted to investigate the role of resilience, emotion regulation and self-efficacy in predicting students' academic burnout. The research method was correlational. The population consisted of 10th grade high school students (n = 3649) in Ardabil city during the academic year of 2019-2020. The sample consisted of 246 students. For gathering data, Breso et al.’s burnout questionnaire, Gross and John’s emotion regulation questionnaire, Conner and Davidson’s resiliency questionnaire, military general self-efficacy beliefs questionnaire, Schwarters and Bourne’s questionnaire were administered. Pearson correlation and multivariate regression analysis were used to analyze the data. The results showed that resiliency, emotion regulation and self-efficacy can predict students' academic burnout. As a result, resilient, self-efficacious and well-adjusted students are less vulnerable to academic burnout. Therefore, reinforcing this variable in students who are exposed to academic burnout improves their academic performance.