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The structural effect of academic self-efficacy, academic motivation and mental health on the academic burnout of adolescents with academic stress the mediating role of perceived social support from teacher
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Marziyeh Ahmadi   , Mohammad Ali Mohammadifar |
| MSc. Student in Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. , marziyehahmadi211@gmail.com |
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Abstract: (144 Views) |
Introduction: Considering the high academic stress in adolescents and its impact on academic performance and burnout, it is important to investigate the factors and mechanisms affecting academic burnout in adolescents with academic stress. The aim of the present study was to investigate the structural effect of academic self-efficacy, academic motivation, and mental health on academic burnout in adolescents with academic stress, with the mediating role of perceived social support from teachers.
Method: The present research method is a descriptive correlational study based on structural equation modeling. For this purpose, 300 female second-year high school students in Semnan who had academic stress were selected using convenience sampling. Data collection tools used were self-efficacy questionnaires (Muris), academic motivation (AMS), general health (GHQ-28), perceived social support from teachers (PSST), academic stress (LASRS), and academic burnout (AB).
Result: 69% of the changes in students' academic burnout are explained by the variables of academic self-efficacy, academic motivation, mental health and social support perceived by the teacher. The biggest direct impact on academic burnout is related to academic self-efficacy with a coefficient of 0.51. The biggest indirect effect on academic burnout is related to academic self-efficacy with a coefficient of 0.119. Also, 21% of the changes in social support perceived by the teacher are explained by the variables of academic self-efficacy, academic motivation and mental health. The biggest direct impact on social support perceived by the teacher is related to academic self-efficacy and mental health with a coefficient of 0.30.
Conclusion: The structural model of academic self-efficacy, academic motivation, and mental health on academic burnout with the mediation of perceived social support from the teacher has a favorable fit. |
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| Keywords: Academic self-efficacy, Academic motivation, Mental Health, Academic Burnout, Academic Stress, Perceived social support. |
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Full-Text [PDF 489 kb]
(88 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/11/15 | Accepted: 2026/01/28 | Published: 2026/03/28
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