Developing an Academic Burnout model based on Family Emotional Climate, psychological capital, purposefulness, procrastination and academic involvement of graduate students

The purpose of this study was to present a model of academic burnout based on family emotional status, psychological capital, purposefulness, procrastination and academic involvement of non-native master students of Ahvaz city. The research method in this study was applied according to the nature of descriptive-correlational research aThe statistical population of the study included all master students of humanities and technical fields in Ahvaz who were studying in 2019-2020. In order to collect data from Olson Emotional Atmosphere Scale (1999), Rio Academic Involvement Questionnaire (2013), Riding Academic Procrastination Scale (2011), Revised version of Beaufort et al.'s Achievement Target Questionnaire, Bresso et al. ), Lutans (2007) Psychological Capital Questionnaire was used. Analysis of research data using SPSS software version 20 and AMOS software was used to model structural equations. The results showed that according to the good fit indices in which NFI, CFI, TLI, IFI and GFI indices were obtained more than 0.90 and also AGFI fit index greater than 0.50 and chi-square ratio fit index Based on the degree of freedom, which was in the range of 1 to 5, the research hypothesis was generally confirmed. In other words, the structural pattern of academic burnout has a favorable fit based on the variables of family emotional status, psychological capital, goal orientation, procrastination and master's academic engagement. Therefore, by reducing procrastination and strengthening psychological capital, goal orientation and academic engagement at the same time in the master's degree through workshops and counseling sessions, their tendency to burnout can be reduced.