Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students
Context: Students may develop academic burnout due to various factors, especially in stressful fields. This may cause educational and occupational negative impacts. Aims: The present study was an investigation of the relationship of motivation, self-efficacy, stress, and academic performance with ac...
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doaj-c57f9bf5050f48f7806bd8438e316a092020-11-25T02:17:06ZengWolters Kluwer Medknow PublicationsJournal of Nursing and Midwifery Sciences2345-57642020-01-0172889310.4103/JNMS.JNMS_30_19Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing studentsFatemeh SharififardHamid AsayeshMahsa Haji Mohammad HosseiniMohammadreza SepahvandiContext: Students may develop academic burnout due to various factors, especially in stressful fields. This may cause educational and occupational negative impacts. Aims: The present study was an investigation of the relationship of motivation, self-efficacy, stress, and academic performance with academic burnout among paramedical and nursing students. Setting and Design: This descriptive-analytic study was conducted in Qom University of Medical Sciences. Materials and Methods: In the present study, 264 nursing and paramedical undergraduate students were selected through simple randomization. Demographic questionnaire, Maslach Burnout Inventory, Academic Stress Questionnaire (ASQ), Academic Self-efficacy Questionnaire (ASQ), and Academic Motivation Scale were used for data collection. The average of university course grades was used as the academic performance scale. Statistical Analysis Used: Data were analyzed by linear regression analysis and descriptive statistics including mean, standard deviation, and frequency. Results: The mean score of academic burnout was 28.52 ± 15.84. The results of regression analysis in univariate model showed that all subscales of academic performance variables, i.e., academic motivation, academic self-efficacy, and academic stress of students, were related to academic burnout (P < 0.05). It was also found that internal motivation, no motivation, and assurance of self-ability to manage family and work were the most important factors in burnout, and 50% of variance changes was determined in academic burnout (r = 0.71, r2 = 0.50). Conclusion: Based on the results of this study, internal motivation, amotivation, and family work management were identified as the most important decreasing factors on academic burnout. Therefore, promoting academic motivation; recognizing and applying the skills of family–work management; and recognizing the factors affecting stress, motivation, self-efficacy, and academic performance cause students to be protected against academic burnout.http://www.jnmsjournal.org/article.asp?issn=2345-5756;year=2020;volume=7;issue=2;spage=88;epage=93;aulast=Sharififardacademic performanceburnoutmotivationself-efficacystress |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Fatemeh Sharififard Hamid Asayesh Mahsa Haji Mohammad Hosseini Mohammadreza Sepahvandi |
spellingShingle |
Fatemeh Sharififard Hamid Asayesh Mahsa Haji Mohammad Hosseini Mohammadreza Sepahvandi Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students Journal of Nursing and Midwifery Sciences academic performance burnout motivation self-efficacy stress |
author_facet |
Fatemeh Sharififard Hamid Asayesh Mahsa Haji Mohammad Hosseini Mohammadreza Sepahvandi |
author_sort |
Fatemeh Sharififard |
title |
Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students |
title_short |
Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students |
title_full |
Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students |
title_fullStr |
Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students |
title_full_unstemmed |
Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students |
title_sort |
motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students |
publisher |
Wolters Kluwer Medknow Publications |
series |
Journal of Nursing and Midwifery Sciences |
issn |
2345-5764 |
publishDate |
2020-01-01 |
description |
Context: Students may develop academic burnout due to various factors, especially in stressful fields. This may cause educational and occupational negative impacts.
Aims: The present study was an investigation of the relationship of motivation, self-efficacy, stress, and academic performance with academic burnout among paramedical and nursing students.
Setting and Design: This descriptive-analytic study was conducted in Qom University of Medical Sciences.
Materials and Methods: In the present study, 264 nursing and paramedical undergraduate students were selected through simple randomization. Demographic questionnaire, Maslach Burnout Inventory, Academic Stress Questionnaire (ASQ), Academic Self-efficacy Questionnaire (ASQ), and Academic Motivation Scale were used for data collection. The average of university course grades was used as the academic performance scale.
Statistical Analysis Used: Data were analyzed by linear regression analysis and descriptive statistics including mean, standard deviation, and frequency.
Results: The mean score of academic burnout was 28.52 ± 15.84. The results of regression analysis in univariate model showed that all subscales of academic performance variables, i.e., academic motivation, academic self-efficacy, and academic stress of students, were related to academic burnout (P < 0.05). It was also found that internal motivation, no motivation, and assurance of self-ability to manage family and work were the most important factors in burnout, and 50% of variance changes was determined in academic burnout (r = 0.71, r2 = 0.50).
Conclusion: Based on the results of this study, internal motivation, amotivation, and family work management were identified as the most important decreasing factors on academic burnout. Therefore, promoting academic motivation; recognizing and applying the skills of family–work management; and recognizing the factors affecting stress, motivation, self-efficacy, and academic performance cause students to be protected against academic burnout. |
topic |
academic performance burnout motivation self-efficacy stress |
url |
http://www.jnmsjournal.org/article.asp?issn=2345-5756;year=2020;volume=7;issue=2;spage=88;epage=93;aulast=Sharififard |
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