The relationship between academic identity and students' academic burnout with the mediating role of goal orientation

The present study was conducted with the aim of the relationship between academic identity and students' academic burnout with the mediating role of goal orientation. The study method is correlation of the path analysis type and the statistical population was students studying in the academic year of 2022-2023 in Iran and 350 people were selected with the available sampling method and the goal orientation questionnaires of Midgley et al. (1998), the merits of academic identity by Vaz and Isaacson (2008) and completed the general form of Maslach academic burnout. Research data were analyzed using SPSS and Lisrel software and descriptive statistics, Pearson correlation coefficient and path analysis. The test results of the initially proposed model indicated that this model was not suitable. With the adjustments made, the general index confirmed the general fit of the model. (χ2/df = 3.18, RSMEA = 0.08, GFI = 0.97, AGFI = 0.94, CFI = 0.98). The results of the model confirmed in the present study indicate that only mastry goal orientation has been able to play a meaningful mediating role for the relationship between moratorium and successful academic identities and academic burnout.