The role of well-being on academic burnout with psychological mediation of achievement

The purpose of the present study was to investigate the role of psychological well-being on academic burnout through the mediation of achievement goals.

The method of the current research was the correlation design through structural equation modeling. The statistical population included all students of psychology and educational sciences of the Faculty of Humanities, Islamic Azad University of Qom in the academic year 2019-1400, who were selected by available sampling method in the number of 440 people. In order to collect data, three questionnaires were used: Moslesh's academic burnout, Rif's psychological well-being, and Midgley's and colleagues' progress goals. Pearson correlation coefficients and structural equation modeling were used for data analysis.

The findings showed that psychological well-being with a standard coefficient of 0.60 was effective on goal orientation and with a standard coefficient of -0.25 on academic burnout. Also, goal orientation with a standard coefficient of -0.55 was effective on academic burnout. All effects were significant at P>0.001 level. The results showed that psychological well-being has an effect on academic burnout through the mediation of achievement goals.

In order to reduce academic burnout, it is suggested to the experts in the field of education to pay special attention to the components of psychological well-being and goal orientation in students.