Predicting burnout based on coping strategies and perceived social support in students

Document Type : Research Article

Authors

1 Master of Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Professor, Department of Psychology, Allameh Tabatabai University, Tehran, Iran

Abstract

Introduction: The aim of this study was to investigate the relationship between coping strategies and perceived social support with academic burnout in students of Azad University, Science and Research Branch of Tehran.
 Method: This research was a correlational study and the study population consisted of all senior students of Tehran University of Research Sciences in the academic year 2016, from which 300 students of the Faculty of Humanities were selected using multi-stage cluster random sampling.  Bresso et al. (1997) Burnout Questionnaire, Parker and Andler Stress Coping Styles Questionnaire (ClSS) and Multidimensional Perceived Social Support Scale (MPSSS). Data analysis was performed by Pearson correlation and regression. 
Result: According to the results, the relationship between spouse support (special person) (r = 0.122) at the level of 0.05 with academic burnout is positive and significant, coping strategies in the problem-oriented strategy component (r = -0.149) and strategy  Excitement (r = -0.222) is significant at the level of 0.01, which of course has a positive and significant relationship between problem-oriented strategy and burnout, and a negative and significant relationship between emotion-oriented strategy.
Concultion: The results showed that there is a significant negative relationship between coping strategies and perceived social support with academic burnout.  Therefore, it can be concluded that there is a relationship between coping strategies and perceived social support with academic burnout.

Keywords


افروز، غلامعلی؛ میکائیلی، نیلوفر و قلی‌زاده ، لیلا. (1391). «ارتباط خودپنداره و فرسودگی تحصیلی با عملکرد تحصیلی دانش‌آموزان دختر». مجله روانشناسی مدرسه، 7، 42-50.
تمنائی‌فر، محمدرضا؛ لیث، حکیمه و منصوری‌نیک، اعظم. (1392). «رابطه حمایت اجتماعی ادراک‌شده با خودکارآمدی در دانش‌آموزان». مجله روان‌شناسی اجتماعی، 8(28)، 39-31.
حیاتی، داود؛ عگبهی، عبدالحسین؛ حسینی آهنگری، سید عابدین؛ عزیزی ابرقویی، محسن. (1391). «بررسی رابطه ابعاد کیفیت تجارت یادگیری و احساس خودکارآمدی با فرسودگی تحصیلی دانشجویان دانشگاه علامه طباطبایی تهران». دوفصلنامه مرکز مطالعات و توسعه‌ی آموزش علوم پزشکی، 3(4)، 29-18.
خاکپور، مریم. (1399). بررسی رابطه‌ی حمایت اجتماعی و منبع کنترل با خلاقیت در دانش آموزان پرورده‌ی راهنمایی مدارس دولتی شهر تهران. پایان‌نامه کارشناسی‌ارشد، دانشگاه علامه طباطبایی.
رستمی، مرتضی و نعامی، عبدالرضا. (1390). «رابطه بین کیفیت تجارب یادگیری با فرسودگی دانشجویان کارشناسی ارشد دانشگاه شهید چمران اهواز». مجله مطالعات روان‌شناختی، 5(3)، 56-78.
کمالی ایگلی، سمیه و حسنی، فریبا. (1392). «رابطه راهبردهای مقابله با استرس و هوش هیجانی با سلامت روانی در دانش آموزان دختر شرکت‌کننده در کلاس‌های کنکور»، مجله علوم رفتاری، 7(1)، 56-49.
مقدسی، ثریا. (1391). رابطه جهت‌گیری هدف و حمایت اجتماعی ادراک‌شده با فرسودگی تحصیلی دانشجویان دانشگاه شهید مدنی آذربایجان. پایان‌نامه کارشناسی‌ارشد، دانشگاه شهید مدنی آذربایجان.
Anitei, M., Cojocaru, F., Burtaverde, V. (2015). “Differences in Academic Specialization regarding Stressor Perception, Coping and Stress Effects Perception in Young Students”. Procedia - Social and Behavioral Sciences, 203, 433-437.
Bassak Nejad, S. (2011). Negative body image, self esteem and coping style among Iranian woman seeking for cosmetic treatment. Proceeding of the 3rd World Congress of Asian Psychiatry; 4, Melbourne, Australia.
Breso, E., Salanova, M., Schafeli, W. B. (2007). “In search of the Third Dimension of burnout: Efficacy or Inefficacy?”, Applied psychology: An International Review, 56(3), 460-478.
Brouwers, A., Tomic, W. (2012). “Alogitu dinal study of teacher burnout and perceived self-efficacy classroom management”. Teaching and teacher education, 16, 239-253.
Chang, E., Lee, A., Byeon, E., Lee, S. M. (2015). “Role of motivation in the relation between perfectionism and academic burnout in Korean students”. Personality and Individual Differences, 82, 221-226.
David, A. P. (2010). “Examining the relationship of personality and burnout in college students: The role of academic motivation”. Educational Measurement and Evaluation Review, Vol. 1, 90-104.
Edlin, K. (2020). “Assessing Emotin Regulation In Social Anxiety Disorder: The Emotin Phobia”. Clinical Psychology Review, 17, 612-628.
Gealin, L. (2020). “The Timing Of Divorce: Predicting When A Couple Will Divorce Over A 14-Year Period”. Journal of Marriage and the Family, 62, 737-745.
Havland, K. (2020). “Long-Term Effects of Divorce on Parent-Child Relationships”. Developmental Psychology, 19, 703-713.
Hlaing, T. T. (2012). Comparison of Social Networks, Perceived Risk and HIV Risk Behaviors between Older and Younger African Americans Living in High HIV Prevalence Zip Codes of Atlanta, Georgia. http://scholarworks.gsu.edu/iph_theses.
Kaesller, K. (2019). “An International Study Of Psychological Problems In Primary Care”. Archives Of General Psychiatry, 50, 819-824.
Kobosko, J. (2011). “Parenting a child- how hearing parents cope with the stress of hawing deaf children”. Journal of Hearing Science, 1, 38-42.
Lee, B. (2007). Alcohol–induced stress and social support as influencesof the substance abusers health and well-being. PhD. Dissertation. School of social Work. University of Pittsburgh.
Maslach, C., Leiter, M. P. (2016). “Chapter 43 – Burnout, Stress: Concepts, Cognition, Emotion, and Behavior”. Handbook of Stress Series, Vol. 1, 351-357.
Mazerolle, S. M. (2012). “An Assessment of Burnout in Graduate Assistant Certified Athletic Trainers”. Journal of Athletic Training, 47(3), 320-328.
Melrose, K., Brown, G., Wood, A. (2015). “When is received social support related to perceived support and well-being? When it is needed”. Personality and individual differences, 77, 97-105.
Moawad, G. (2012). “Coping Strategies of Mothers having Children with Special Needs”. Journal of Biology, Agriculture and Health care, 2, 77-84.
Neumann, Y., Neumann, E., Reichel, A. (2010). “Determinant and Consequences of Students’ Burnout in Universities”. Journal of Higher Education, 61(1), 20-31.
Noushad, P. P. (2008). From teacher burnout to student burnout. Retrieved from ERIC Database (ED502150). OECD.(2009). Doing better for children. OECD.
Parker, P. D., Salmela-Aro, K. (2011). “Developmental processes in school burnout: A comparison of major developmental models”. Learning and Individual Differences, 21(2), 244-248.
Qinyi. T., Jiali. Y. (2012). “An analysis of the reasons on learning burnout of junior high schoolstudents from the perspective of cultural capital theory: a case study ofMengzhe Town in Xishuangbanna, China”. Procedia- Social and Behavioral Sciences, 46, 3727-3731.
Salanova, M., Schaufeli, W., Martínez, I., Bresò, E. (2010). “How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement”. Anxiety, Stress & Coping, 23(1), 53-70.
Salmela-Aro, K., Naatanen, P. (2005). Nuorten kouluuupumus-menetelma, Adolescenta school burnout method: Helsinki, Finland, Edita.
Salmela-Aro, K., Bask, M. (2013). “Burned out to drop out: Exploring the relationship between school burnout and school dropout”. Journal of  Psychol Eduction, 28(2), 511-528.
Salmela-Aro, K. (2011). School burnout can be turned into engagement. Academy of Finland Communications. Available at http://www.aka.fi/enGB/A/Academy-of-Finland/Media-services/ Releases.
Shin, H., Puig, A., Lee, J., Lee, J. H., Lee, S. M. (2011). “Cultural validation of the maslach burnout inventory for Korean students”. Asia Pacific Educational Review, 12, 633-639.
Tukaev, S. V., Vasheka, T. V, Dolgova, O. M. (2013). “The Relationships Between Emotional Burnout and Motivational, Semantic and Communicative Features of Psychology Students”. Procedia - Social and Behavioral Sciences, 82, 553-556.
Tuominen-Soini, H., & Salmela-Aro, K. (2014). “Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes”. Developmental Psychology, 50(3), 649-662.
Uludağ, O., Yaratan, H. (2010). “The effect of burnout on engagement: An empirical study on tourism students”. Journal of Hospitality, Leisure, Sport and Tourism Education, Vol. 9(1), 13-23.