The mediating role of the achievement emotions in the relationship between class psychosocial climate and academic burnout

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HASHEMICHOLICHEH SOMAYYEH; HASHEMI ZAHRA; NAGHSH ZAHRA

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Journal: Journal of Research in Educational Systems Year:2019 | Volume:12 | Issue:43 Page(s): 131-146

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Title

The mediating role of the achievement emotions in the relationship between class psychosocial climate and academic burnout

Author(s)

HASHEMICHOLICHEH SOMAYYEH | HASHEMI ZAHRA | NAGHSH ZAHRA | Issue Writer Certificate

Keywords

Class psychosocial climateQ1

Achievement emotionsQ1

Academic burnoutQ1

Abstract

The aim of this study was to investigate the mediatory role of the Achievement emotions in relationship with Class psychosocial climate, and Academic burnout to illustrate the relationship between research variables in the causal model. these data gathering were: a short version of the Achievement emotions Questionnaire (PEGQ), Goetz & Perry (2005), the Questionnaire of Joe Psychosocial class of Fraser, Giddings and McBurray (1995), and the Academic burnout Questionnaire (Salmela Arrow et al., 2009). The validity of the questionnaires were confirmed by statistical factor analysis. To examine reliability of the measures, Cronbach alpha coefficient was used. Two hypothetical models were tested by path analysis. The indicators of the results showed that the goodness of fit statistics are very suitable in both models. both models are well supported by the empirical data and the mediatory role of positive and negative of the Achievement emotions in the relationship between exogenous and endogenous variables was verified. The findings of the path analysis showed that the direct effects of adaptive and non-adaptive the Class psychosocial climate (solidarity and friction), on the positive emotions, and the direct effect of the positive and negative progressive emotions on the Academic burnout were significant. The non-direct effects of adaptive and non-adaptive the Class psychosocial climate (solidarity and corruption), on the Academic burnout were significant. In the mediating model, positive emotional was 39% of Academic burnout and 36% for positive emotional variance and negative emotion was mediated by 42% of variance of Academic burnout and 38% of negative emotion variance.

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APA: Copy

HASHEMICHOLICHEH, SOMAYYEH, HASHEMI, ZAHRA, & NAGHSH, ZAHRA. (2019). The mediating role of the achievement emotions in the relationship between class psychosocial climate and academic burnout. JOURNAL OF RESEARCH IN EDUCATIONAL SYSTEMS, 12(43 ), 131-146. SID. https://sid.ir/paper/137584/en

Vancouver: Copy

HASHEMICHOLICHEH SOMAYYEH, HASHEMI ZAHRA, NAGHSH ZAHRA. The mediating role of the achievement emotions in the relationship between class psychosocial climate and academic burnout. JOURNAL OF RESEARCH IN EDUCATIONAL SYSTEMS[Internet]. 2019;12(43 ):131-146. Available from: https://sid.ir/paper/137584/en

IEEE: Copy

SOMAYYEH HASHEMICHOLICHEH, ZAHRA HASHEMI, and ZAHRA NAGHSH, “The mediating role of the achievement emotions in the relationship between class psychosocial climate and academic burnout,” JOURNAL OF RESEARCH IN EDUCATIONAL SYSTEMS, vol. 12, no. 43 , pp. 131–146, 2019, [Online]. Available: https://sid.ir/paper/137584/en

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