1
B. A in Educational Sciences, Farhangian University
2
Assistant Professor of Farhangian University, Ph.D in Educational Psychology.
Abstract
In recent years, academic burnout has attracted education experts’ attention due to its negative effect on learning and teaching processes. Burnout is a negative physical, emotional and cognitive tiredness which is accompanied with a deep feeling of work failure. It is demonstrated in prolonged fatigue caused by excessive attempt in academic/educational activities, pessimism and indifference towards /university activities, a feeling of being incompetent and lack of achievement in doing homework. Accordingly, the current study aims to investigate the relationship between students’ mental health and academic burnout. The statistical population included all teacher-students studying in Kordestan Farhangian University in 1395-1396. 121 subjects were selected through simple random sampling. Academic burnout questionnaire (Berso et al, 1997) and mental health questionnaire (GHQ28) were employed to collect data. The results indicate that there is a meaningful relationship between mental health and academic burnout. Mental health significantly and strongly predicates academic burnout.
Ezatpour, E., Rahmani, S., & Delkhosh, V. (2017). The Relationship between Farhangian University Teacher-Students’ Mental Health and Academic Burnout. Teacher Professional Development, 2(2), 19-31.
MLA
Emadodin Ezatpour; Seifolah Rahmani; Vaghef Delkhosh. "The Relationship between Farhangian University Teacher-Students’ Mental Health and Academic Burnout", Teacher Professional Development, 2, 2, 2017, 19-31.
HARVARD
Ezatpour, E., Rahmani, S., Delkhosh, V. (2017). 'The Relationship between Farhangian University Teacher-Students’ Mental Health and Academic Burnout', Teacher Professional Development, 2(2), pp. 19-31.
VANCOUVER
Ezatpour, E., Rahmani, S., Delkhosh, V. The Relationship between Farhangian University Teacher-Students’ Mental Health and Academic Burnout. Teacher Professional Development, 2017; 2(2): 19-31.
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