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Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran
Abstract: (1109 Views)
Background & Objective: Academic burnout is a prevalent and unwanted syndrome that affects a large number of students. Therefore, it is necessary to determine the possible variables that might safeguard students from burnout. The aim of this study was to examine how academic grit acts as a mediator in the relationship between achievement goal orientations and academic burnout among Iranian medical students.
Materials & Methods: The current study was descriptive with a correlational design. The sample for this study included students enrolled at Kashan University of Medical Sciences during the academic year 2022-2023. A total of 391 students were chosen as participants using a multi-stage selection method. The data collection tools were Elliot and McGregor’s Achievement Goal Orientations Questionnaire, Bresó et al.’s Academic Burnout Questionnaire, and Duckworth and Quinn’s Grit Scale. The data were analyzed using Structural Equation Modeling (SEM) in smart-PLS software.
Results: The findings indicated that mastery-approach (ß=-.216, p=0.001) and performance-approach (ß=-.165, p=0.003) goal orientations directly and adversely predicted academic burnout. Moreover, mastery-avoidance (ß=.172, p<0.001) and performance-avoidance (ß=.205, p<0.001) goal orientations directly and significantly predicted academic burnout. Furthermore, academic grit mediated the association between all types of achievement goal orientations, except mastery avoidance, and academic burnout.
Conclusions: Given the adverse effects of academic burnout, it is suggested that responsible bodies in medical science universities take significant measures to promote mastery-approach and performance-approach goal orientations and decrease mastery-avoidance and performance-avoidance goal orientations among students. Further, students’ academic grit could be increased via educational workshops and counseling sessions.
Materials & Methods: The current study was descriptive with a correlational design. The sample for this study included students enrolled at Kashan University of Medical Sciences during the academic year 2022-2023. A total of 391 students were chosen as participants using a multi-stage selection method. The data collection tools were Elliot and McGregor’s Achievement Goal Orientations Questionnaire, Bresó et al.’s Academic Burnout Questionnaire, and Duckworth and Quinn’s Grit Scale. The data were analyzed using Structural Equation Modeling (SEM) in smart-PLS software.
Results: The findings indicated that mastery-approach (ß=-.216, p=0.001) and performance-approach (ß=-.165, p=0.003) goal orientations directly and adversely predicted academic burnout. Moreover, mastery-avoidance (ß=.172, p<0.001) and performance-avoidance (ß=.205, p<0.001) goal orientations directly and significantly predicted academic burnout. Furthermore, academic grit mediated the association between all types of achievement goal orientations, except mastery avoidance, and academic burnout.
Conclusions: Given the adverse effects of academic burnout, it is suggested that responsible bodies in medical science universities take significant measures to promote mastery-approach and performance-approach goal orientations and decrease mastery-avoidance and performance-avoidance goal orientations among students. Further, students’ academic grit could be increased via educational workshops and counseling sessions.
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