Structural Model of the Relationship between On-Line Learning Based Academic Conscience and Academic Burnout: The Mediating Role of Academic Motivation

This study was conducted with the aim of providing a structural model of the relationship between online learning based on academic conscientiousness and academic burnout, considering the mediating role of academic motivation.

The research method in terms of practical purpose and in terms of the nature of the data is the descriptive-correlation method and the analysis method is of the partial least squares structural equation modeling type. The statistical sample group includes all students of Tehran universities in the academic year of 2019-2019, who were selected by two-stage cluster sampling method and were asked the questionnaire of Berso et al.'s academic burnout scale (2007: 57-64), McIlroy and Bunting's academic conscience scale (2002: 326-337), Wallerand et al.'s academic motivation scale (1992) and Watkin et al.'s (2004) e-learning scale answered. The validity of the scales was determined by divergent and convergent validity by SmartPLS software, and Cronbach's alpha and composite reliability were used for reliability. Descriptive statistics, Pearson's correlation coefficient and structural equation test were used to analyze the data and answer the research hypothesis.

The results showed that academic burnout can negatively affect students' on-line learning. Academic conscience and academic motivation can predict students' on-line learning; In addition, academic burnout has a significant effect on students' on-line learning through the mediation of academic motivation.

Based on the findings of the present research, it can be concluded that considering the factors that lead to the academic burnout of learners in on-line learning environments is of particular importance to achieve the learning goals, and to achieve this, attention should be paid to the factors that enhance motivation and Stimulating the learner's sense of responsibility has a key role.