Research of structural relationship between responsibility and academic burnout with mediating role of decision- making styles in secondary public high school students

Many students enter different educational levels each year with enthusiasm, passion and hope for future. Although it is expeted that the enthusiasm and passion would last to amount to personal and social progress in the best possible way, some students get academic burnout, Therefore, the main issue of the study is to investigate the structural relationship between responsibility and academic burnout with the mediation of decision-making styles of high school students.

The present research aimed to study the structural relationship between responsibility and academic burnout with mediating role of decision-making styles in the secondary high school students.

This was a descriptive reseach with correlation methods and structural equation modeling. The statistical population of the research included all the male students (2031 members, that among them, 323 have been chosen by Cluster Random Sampling method) studying in grades 10 and 11 in secondary public high schools of Yazd, in the educational year 2019-20. Gathering data is made possible by questionnaire of evaluating the level of students' responsibility (Monireh Kordloo, 2010), GDMS general decision making questionnaire (Scott & Bruce, 1995) and MBI-SS educational burn-out questionnaire (Breso and colleauges, 2007). Afterwards, The data has been scrutinized through Analysis of Covariance (ANCOVA) and Regression analysis. Version 24 of AMOS software is used for analyzing data in this research.

The results revealed that responsibility has negative and statistical significance on the secondary high school students' academic burnout (P<0/001). Furthermore, the results revealed that the decision-making styles affect the secondary high school students' academic burnout, in such a way that avoidant, dependent and spontaneous decision-making styles have positive and statistical significance (P<0/001) while the rational and intuitive decision-making styles have negative and statistical significance (P>0/01).

Regarding the importance of responsibility and students' decision-making styles variables that are in correlation with burnout variable and the necessity of improving them to enhance the academic and educational quality, it is vital to evaluate and indicate the relationship between these variables.