Prediction of students' academic burnout on the basis of class social context by mediating behavioral and emotional participation engagement

The purpose of present study was to predict students 'academic burnout based on the class social context by mediating the students' behavioral and emotional participation of high school students in the first year of Miami in the academic year of 2018-19. From the viewpoint of purpose, this study is practical and from the viewpoint of gathering the data, this study is a type of descriptive-correlative studies. The statistical population includes all high school students in the first year of Miami )641 people (in the academic year of 2018-19. Participants included 240 students (130 female, 110 male) who were selected by random category sampling method. Findings showed that Classmate support, teacher support, behavioral and emotional participation have a direct, negative and significant effect on academic burnout. Teacher support by mediating emotional and behavioral participation has an indirect, negative and significant effect on students' academic burnout. Also, the support of classmates by mediating behavioral and emotional participation has an indirect, negative, and significant effect on students' academic burnout. However, the pressures in school and living environment cause academic burnout in students, but factors such as teacher and classroom support as well as emotional and behavioral engagement can greatly affect academic burnout.