The intermediary role of Academic engagement in the Causal relation between attachment styles and academic burnout in University students

The present research aimed at finding the relation between attachment styles and academic burnout in the students with the intermediary role of academic engagement. The research method was descriptive and correlational in design, and sampling was done through structured equation. The population of this research included all the B.A. Students of Quchan Islamic Azad University in 2016-2017 academic year. The participant were 403 students, selected through Cochran formula, and in a cluster random sampling, from among the whole B.A student of Quechan Islamic Azad University. The instructs applied in the research consisted of Revised Adult Attachment Scale (Collins, 1996), Maslach burnout inventory (2002), and Fredricks, Blumenfeld &. Paris engagement scale (2004). In order to analyze the data for the suggested method, fitness measure indexes and path coefficients were calculated. The result of measurement modeling showed that all one significantly factor loaded. In addition, after making co-variance between attachment styles and academic burnout, the fitness measures fell into desirable situation. The results for the hypotheses testing showed that among the three types of attachment, secure attachment style has significant negative correlation with education burnout with the inter modify role of academic engagement. Anxiety attachment style has no significant correlation with academic burn out, and Avoidance attachment style has significant positive correlation with educational burnout. Based on the research finding, it is safe to say that avoidance and secure attachment styles have a role in predicting education burnout. On one, these attachment styles are under the influence of academic engagement, and on the other hand, they have significant roles in students’ academic burnout.