The Role of Emotional, Cognitive and Behavioral Eagerness to Learn in Predicting Student Teachers’ Academic Burnout

One of the most important goals of educational and psychological research is the investigation of factors affecting the decrease in school and university students’ academic performance. One of the psychological factors influential in their
performance is academic burnout. The aim of the present endeavour is to study the role of emotional, cognitive and behavioral eagerness to learn in predicting student teachers’ academic burnout.
In this cross-sectional, descriptive/correlational study, the data was collected from 331 subjects chosen from the statistical population of student teachers in Hamedan’s Farhangian University (i.e. 2460) in the academic year of 1393-1394 by using available sampling on the basis of Morgan Krejcie table. The instruments were the scale of emotional, cognitive and behavioral eagerness to learn and academic burnout inventory. The data was analyzed using Pearson correlation coefficient and regression analysis. There was a significant negative relationship (01/0> p) between emotional,
cognitive, and behavioral eagerness to learn and academic burnout. In addition, emotional, cognitive and behavioral eagerness accounted for about 11% of the variance in academic burnout.