THE MEDIATING ROLE OF DEMOTIVATION IN THE CORRELATION OF MOTIVATIONAL BELIEFS, ACADEMIC ACHIEVEMENT AND ACADEMIC BURNOUT

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NASERI FATEMEH; KARESHKI HOSSEIN

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Journal: Iranian Journal of Medical Education Year:2017 | Volume:17 | Issue:79 Page(s): 163-174

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Information Journal Paper

Title

THE MEDIATING ROLE OF DEMOTIVATION IN THE CORRELATION OF MOTIVATIONAL BELIEFS, ACADEMIC ACHIEVEMENT AND ACADEMIC BURNOUT

Author(s)

NASERI FATEMEH | KARESHKI HOSSEIN | Issue Writer Certificate

Keywords

FUTURE ORIENTATIONQ1

GENERAL SELF-EFFICACYQ1

TASK VALUEQ1

MOTIVATIONQ1

ACADEMIC ACHIEVEMENTQ2

ACADEMIC BURNOUTQ1

Abstract

Introduction: Since academic MOTIVATION is one of the most important factors in learners’ ACADEMIC ACHIEVEMENT, the purpose of this study was to investigate the effect of MOTIVATIONal beliefs (FUTURE ORIENTATION, TASK VALUE and self-efficacy) on demotivation, ACADEMIC ACHIEVEMENT and ACADEMIC BURNOUT in students of Ferdowsi University of Mashhad (FUM) and Mashhad University of Medical Sciences.Methods: This descriptive correlational study was performed on undergraduate students of FUM and Mashhad University of Medical Sciences in 2015-16 academic year. A number of 370 students were selected by convenience sampling method (220 from FUM and 150 from Mashhad University of Medical Sciences). Data gathering tools were GENERAL SELF-EFFICACY Scale (GSE), Valrand’s Academic MOTIVATION Scale (AMS), Maslach ACADEMIC BURNOUT (MBI-SS) and FUTURE ORIENTATION and TASK VALUE PISA 2006 questionnaire. Confirmatory factor analysis was used to assess validity. Results showed that the questionnaire has an acceptable fit. GPA was used to measure ACADEMIC ACHIEVEMENT. Data were analyzed using path analysis. Results: Results showed that FUTURE ORIENTATION (p<0.05 and t=-3.27) and TASK VALUE (p<0.05 and t=-4.00) were able to predict academic demotivation in the negative direction. GENERAL SELF-EFFICACY predicted students’ ACADEMIC BURNOUT in the negative direction (p<0.05 and t=-0.23) and demotivation predicted ACADEMIC ACHIEVEMENT in the negative direction (p<0.05 and t=-2.90).Conclusion: Reinforcing MOTIVATION and MOTIVATIONal beliefs (FUTURE ORIENTATION, TASK VALUE and selfefficacy) can enhance ACADEMIC ACHIEVEMENT and reduce the level of ACADEMIC BURNOUT.

Cites

The Relationship between the Quality of Learning Experience and self-regulation with Academic Burnout

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APA: Copy

NASERI, FATEMEH, & KARESHKI, HOSSEIN. (2017). THE MEDIATING ROLE OF DEMOTIVATION IN THE CORRELATION OF MOTIVATIONAL BELIEFS, ACADEMIC ACHIEVEMENT AND ACADEMIC BURNOUT. IRANIAN JOURNAL OF MEDICAL EDUCATION, 17(79), 163-174. SID. https://sid.ir/paper/59275/en

Vancouver: Copy

NASERI FATEMEH, KARESHKI HOSSEIN. THE MEDIATING ROLE OF DEMOTIVATION IN THE CORRELATION OF MOTIVATIONAL BELIEFS, ACADEMIC ACHIEVEMENT AND ACADEMIC BURNOUT. IRANIAN JOURNAL OF MEDICAL EDUCATION[Internet]. 2017;17(79):163-174. Available from: https://sid.ir/paper/59275/en

IEEE: Copy

FATEMEH NASERI, and HOSSEIN KARESHKI, “THE MEDIATING ROLE OF DEMOTIVATION IN THE CORRELATION OF MOTIVATIONAL BELIEFS, ACADEMIC ACHIEVEMENT AND ACADEMIC BURNOUT,” IRANIAN JOURNAL OF MEDICAL EDUCATION, vol. 17, no. 79, pp. 163–174, 2017, [Online]. Available: https://sid.ir/paper/59275/en

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