Explaining Motivational Orientations According To The Perception Of A Creative Educational Atmosphere And Academic Stress By Mediating Academic Burnout

Document Type : Quantitative Research Paper

Authors

1 PhD in Educational Psychology, Lorestan University, Khorramabad, Iran.

2 Assistant professor, Psychology Department, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran.

10.22034/jsa.2023.62897

Abstract

The current research to aim was purpose conducted the mediating role of academic burnout in the relationship between the perception of the educational atmosphere creative and academic stress with motivational orientations (intrinsic motivation, extrinsic motivation, and motivation). The research method was the correlation of the path analysis type. The population of this study included all students of senior high schools in Sanandaj city. 250 the student (138 female students and 112 male students) were selected using a random multi-stage cluster sampling method and responded to the questionnaires of the creative educational atmosphere (Mohebi & et al., 2013), the academic stress Questionnaire (Kamkari & et al., 2010), academic burnout questionnaire (Bersu & et al., 2007) and academic motivation scale (Vallerand & et al., 1992). Data analysis was performed using the path analysis statistical method and by the SPSS-22, and AMOS-24 statistical software and bootstrapping method were used to examine the mediating role of the variables. The results showed that among the assumed direct relationships, only the direct effect of perception of the creative educational atmosphere on intrinsic motivation was significant. Indirect results showed that academic burnout could play a mediating role in the relationship between the perception of a creative educational atmosphere and academic pressures with intrinsic motivation, extrinsic motivation, and motivation.

Keywords

Main Subjects

School Administration
Volume 11, Issue 3
October 2023
Pages 81-100

Files

History

  • Receive Date: 03 January 2023
  • Revise Date: 01 August 2023
  • Accept Date: 05 October 2023

Share

How to cite

Statistics