Presenting a structural model to explain academic Burnout of medical sciences students based on thought action fusion, emotion control and imposter syndrome

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AFSHARI ALI; GHAFFARI MOZAFFAR

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Journal: JOURNAL OF RESEARCH AND PLANNING IN HIGHER EDUCATION Year:2019 | Volume:25 | Issue:2 Page(s): 115-134

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Title

Presenting a structural model to explain academic Burnout of medical sciences students based on thought action fusion, emotion control and imposter syndrome

Author(s)

AFSHARI ALI | GHAFFARI MOZAFFAR | Issue Writer Certificate

Keywords

Thought action fusionQ1

Emotional controlQ1

Academic burnoutQ1

Imposter syndromeQ1

Abstract

Psychological variables in university environments which are diverse in terms of individual and personality differences increase student adaptability and affect their academic performance. The purpose of this study was to determine the relationship between the Thought action fusion and Emotional control with the symptoms of Academic burnout in students through the mediation role of Imposter syndrome. Research method was quantitative correlational. The statistical sample of this study was 250 students of medical sciences universities of West Azarbayjan province during 2018-19 school year. Students were selected by multistage cluster sampling. To collect the data, Williams et al Emotional control scale, Bresu et al Academic burnout inventory, Rachman Thought action fusion questionnaire, and the Clans' Imposter syndrome scale were used. Data were analyzed by Pearson correlation coefficient, bootstraping and Sobel, using SPSS and Amos software. The results showed that the fitness of the model in the initial correction was confirmed by the non-significant route elimination. The variable of Emotional control and factors of Thought action fusion in interacting with the mediating role of Imposter syndrome play a role in explaining the Academic burnout of students. A total of 45% of the variance of Academic burnout is explained through the variables of the model. The direct effect of Emotional control (-0. 22), the moral Thought action fusion (0. 902), Thought action fusion for themselves (0. 138) and Imposter syndrome (0. 517) in estimating student's Academic burnout was significant. However, thedirect effect of the subscale of the belief in the mixing of thought-action was not probable for others. The indirect effect of the hought action fusion with the mediating role of Imposter syndrome (t-value = 3. 172) and Emotional control (t-value = 2/029) on students' Academic burnout was significant.

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APA: Copy

AFSHARI, ALI, & GHAFFARI, MOZAFFAR. (2019). Presenting a structural model to explain academic Burnout of medical sciences students based on thought action fusion, emotion control and imposter syndrome. JOURNAL OF RESEARCH AND PLANNING IN HIGHER EDUCATION, 25(2 ), 115-134. SID. https://sid.ir/paper/68062/en

Vancouver: Copy

AFSHARI ALI, GHAFFARI MOZAFFAR. Presenting a structural model to explain academic Burnout of medical sciences students based on thought action fusion, emotion control and imposter syndrome. JOURNAL OF RESEARCH AND PLANNING IN HIGHER EDUCATION[Internet]. 2019;25(2 ):115-134. Available from: https://sid.ir/paper/68062/en

IEEE: Copy

ALI AFSHARI, and MOZAFFAR GHAFFARI, “Presenting a structural model to explain academic Burnout of medical sciences students based on thought action fusion, emotion control and imposter syndrome,” JOURNAL OF RESEARCH AND PLANNING IN HIGHER EDUCATION, vol. 25, no. 2 , pp. 115–134, 2019, [Online]. Available: https://sid.ir/paper/68062/en

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