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:: year 25, Issue 2 (Summer 2019) ::
IRPHE 2019, 25(2): 115-134 Back to browse issues page
Presenting a structural model to explain academic Burnout of medical sciences students based on thought action fusion, emotion control and imposter syndrome
Ali Afshari Dr.1, Mozaffar Ghaffari Dr. 2
1- Assistant professor, Department of Psychology, Maraghe University, Maraghe, Iran.
2- Assistant professor, Department of Psychology and Educational Sciences, Payame Noor University (PNU), Tehran, Iran. , mozaffar.ghffari@yahoo.com
Abstract:   (708 Views)
Psychological variables in university environments which are diverse in terms of individual and personality differences increase student adaptability and affect their academic performance. The purpose of this study was to determine the relationship between the thought action fusion and emotional control with the symptoms of academic burnout in students through the mediation role of imposter syndrome. Research method was quantitative correlational. The statistical sample of this study was 250 students of medical sciences universities of West Azarbayjan province during 2018-19 school year. Students were selected by multistage cluster sampling. To collect the data, Williams et al  emotional control scale, Bresu et al  academic burnout inventory, Rachman thought action fusion questionnaire, and the Clanschr('39') imposter syndrome scale were used. Data were analyzed by Pearson correlation coefficient, bootstraping and Sobel, using SPSS and Amos software. The results showed that the fitness of the model in the initial correction was confirmed by the non-significant route elimination. The variable of emotional control and factors of thought action fusion in interacting with the mediating role of imposter syndrome play a role in explaining the academic burnout of students. A total of 45% of the variance of academic burnout is explained through the variables of the model. The direct effect of emotional control (-0.22), the moral thought action fusion (0.902), thought action fusion for themselves (0.138) and imposter syndrome (0.517) in estimating studentchr('39')s academic burnout was significant. However, thedirect effect of the subscale of the belief in the mixing of thought-action was not probable for others. The indirect effect of the hought action fusion with the mediating role of imposter syndrome (t-value = 3.172) and emotional control (t-value = 2/029) on studentschr('39') academic burnout was significant.
 
Keywords: Thought action fusion, Emotional control, Academic burnout, Imposter syndrome.
Full-Text [PDF 378 kb]   (135 Downloads)    
Type of Study: Original | Subject: The topics of psychology and education in higher education
Received: 2020/02/18 | Accepted: 2020/02/18 | Published: 2020/02/18 | ePublished: 2020/02/18
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Afshari A, Ghaffari M. Presenting a structural model to explain academic Burnout of medical sciences students based on thought action fusion, emotion control and imposter syndrome. IRPHE. 2019; 25 (2) :115-134
URL: http://journal.irphe.ac.ir/article-1-3997-en.html


year 25, Issue 2 (Summer 2019) Back to browse issues page
فصلنامه پژوهش و برنامه ریزی در آموزش عالی Quarterly Journal of Research and Planning in Higher Education
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