RELATIONSHIP OF ACADEMIC BURNOUT AND SELF-REGULATED LEARNING WITH ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS

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AZIMI MOHAMMAD; PIRI MOOSA; ZAVAAR TAGHI

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Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2013 | Volume:10 | Issue:11 (38) Page(s): 116-128

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Title

RELATIONSHIP OF ACADEMIC BURNOUT AND SELF-REGULATED LEARNING WITH ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS

Author(s)

AZIMI MOHAMMAD | PIRI MOOSA | ZAVAAR TAGHI | Issue Writer Certificate

Keywords

SELF-REGULATED LEARNINGQ1

ACADEMIC BURNOUTQ2

ACADEMIC PERFORMANCEQ2

HIGH SCHOOLSQ2

Abstract

The purpose of the present research was to explore the ACADEMIC PERFORMANCE relationship with SELF-REGULATED LEARNING, and ACADEMIC BURNOUT of Ardabil city HIGH SCHOOLS in 2010-11. The statistical sample of this research was included 379 high school students (197 boys, 182 girls) of Ardabil city. They were selected by multi-stage cluster sampling method irrespective of their field and year of study. The tools used in this research were three questionnaires: MSLQ, Berso’s ACADEMIC BURNOUT and average grade of academic semester in 2010-11. The results showed that there was a positive relationship between SELF-REGULATED LEARNING and ACADEMIC PERFORMANCE. However, there was a negative relationship between of ACADEMIC BURNOUT dimensions and ACADEMIC PERFORMANCE. The results of multiple regression showed that ACADEMIC BURNOUT had a better capability in predicting the ACADEMIC PERFORMANCE in comparison with SELF-REGULATED LEARNING and path analysis showed that the ACADEMIC BURNOUT variable was the only variable, which was able to have a direct influence on the ACADEMIC PERFORMANCE of students. On the other hand, the results of Hotlling t2 showed that there was a significant difference among the combination of three dependent variables in the two groups of female and male students. For an exact study, independent t-tests were used for all of the variables and the results showed that there was a significant difference between female and male students, just in term of ACADEMIC PERFORMANCE.

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APA: Copy

AZIMI, MOHAMMAD, PIRI, MOOSA, & ZAVAAR, TAGHI. (2013). RELATIONSHIP OF ACADEMIC BURNOUT AND SELF-REGULATED LEARNING WITH ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 10(11 (38)), 116-128. SID. https://sid.ir/paper/127369/en

Vancouver: Copy

AZIMI MOHAMMAD, PIRI MOOSA, ZAVAAR TAGHI. RELATIONSHIP OF ACADEMIC BURNOUT AND SELF-REGULATED LEARNING WITH ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES[Internet]. 2013;10(11 (38)):116-128. Available from: https://sid.ir/paper/127369/en

IEEE: Copy

MOHAMMAD AZIMI, MOOSA PIRI, and TAGHI ZAVAAR, “RELATIONSHIP OF ACADEMIC BURNOUT AND SELF-REGULATED LEARNING WITH ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS,” CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, vol. 10, no. 11 (38), pp. 116–128, 2013, [Online]. Available: https://sid.ir/paper/127369/en

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