The Mediating Role of Academic Motivation in Explaining the Relationship between Academic Self-efficacy and Academic Self-Regulation with Academic Burnout in Female Students

Introduction: Several factors are involved in students' academic burnout and review of research has shown that there is a relationship between academic self-efficacy and academic burnout, but can academic motivation mediate the relationship between academic self-efficacy and academic self-regulation with academic burnout? Materials & Methods: The research method of this study was correlation based on structural equation modeling. Using cluster random sampling method, 350 students were selected from the statistical population of pre-school students in Tehran. Mitchell et al. (2000) answered Zimmermann & Martiz-Ponce self-regulation questionnaire and Waller et al. (1992) academic motivation questionnaire. Results: Structural model test results showed that academic self-efficacy was negatively correlated with all three components of academic burnout (academic fatigue, disinterest, and academic inefficiency) (p≤0.001). Internal academic motivation was negatively correlated with academic motivation and extrinsic motivation was positively correlated with academic burnout components (p≤0.001). Finally, academic self-regulation was correlated with the three components of academic burnout, and academic motivation dimensions significantly mediated the relationship between academic self-regulation and academic self-efficacy with academic burnout (p≤0.001). Finally, the fit model obtained overall model with the data collected, has a good fit. Conclusion: Academic motivation is an important element in the educational process that can be enhanced and improved in students and can guarantee their academic success.