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Volume 12, Issue 35 (2019)
JMED 2019, 12(35): 27-36 |
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Mohammadi S D, Moslemi Z, Ghomi M. The Relationship between Hope Components with Academic Burnout, Motivation, and Status of Students in Qom University of Medical Sciences, Qom ,Iran. JMED 2019; 12 (35) :27-36
URL: http://edujournal.zums.ac.ir/article-1-1148-en.html
URL: http://edujournal.zums.ac.ir/article-1-1148-en.html
Department of Educational Sciences, Faculty Educational Sciences & Psychology, Allameh Tabatabaei University, Tehran, Iran.
Abstract: (9787 Views)
Background & Objective: Hope can maximize the satisfaction and mental wellbeing of students and result in their physical and mental health and adaptation. This study aimed to determine the relationship between hope components with academic status, motivation and burnout in students of Qom University of Medical Sciences, Qom, Iran.
Materials and Methods: This correlational, descriptive study was conducted on 261 students in 2017, who were selected by random relative cluster sampling based on gender. Data were collected using the hope components questionnaire by Snyder et al., academic burnout scale by Berso et al., and academic motivation scale by Vallerand et al. In addition, data analysis was performed using Pearson’s correlation coefficient, independent t-test and stepwise multiple regression.
Results: In this study, there was a negative, significant relationship between the total score of hope components and their subscales with academic burnout. On the other hand, a positive, significant association was observed between the mean total score of hope components and their dimensions with academic motivation. However, no significant relationship was found between the mean total score of hope components and their dimensions with academic status. Moreover, the regression results indicated that academic burnout was able to predict hope components in a negative, significant manner.
Conclusion: According to the results of the study, hopeful students have more academic motivation and lower vulnerability to academic burnout. Therefore, it is suggested that the hope level of students be increased by university authorities and professors in order to improve and decrease their academic motivation and burnout, respectively.
Materials and Methods: This correlational, descriptive study was conducted on 261 students in 2017, who were selected by random relative cluster sampling based on gender. Data were collected using the hope components questionnaire by Snyder et al., academic burnout scale by Berso et al., and academic motivation scale by Vallerand et al. In addition, data analysis was performed using Pearson’s correlation coefficient, independent t-test and stepwise multiple regression.
Results: In this study, there was a negative, significant relationship between the total score of hope components and their subscales with academic burnout. On the other hand, a positive, significant association was observed between the mean total score of hope components and their dimensions with academic motivation. However, no significant relationship was found between the mean total score of hope components and their dimensions with academic status. Moreover, the regression results indicated that academic burnout was able to predict hope components in a negative, significant manner.
Conclusion: According to the results of the study, hopeful students have more academic motivation and lower vulnerability to academic burnout. Therefore, it is suggested that the hope level of students be increased by university authorities and professors in order to improve and decrease their academic motivation and burnout, respectively.
Article Type : Orginal Research |
Subject:
Education
Received: 2019/04/5 | Accepted: 2019/10/23 | Published: 2020/03/11
Received: 2019/04/5 | Accepted: 2019/10/23 | Published: 2020/03/11
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