Keshavarzi Mohammad Hasan, Saneii Seyed Hassan, Nahardani Seyedeh Zahra, Koohestani Hamid Reza, Kohan Noushin, Mansouri Mahmoud
Clinical Education Research Center, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of Basic Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
J Educ Health Promot. 2024 Aug 29;13:293. doi: 10.4103/jehp.jehp_862_23. eCollection 2024.
Mental disorders during student life can have destructive effects on students' learning and academic progress. This study was conducted to investigate the mediating role of anxiety variable in academic burnout and academic performance in students studying Rehabilitation at the Iran University of Medical Sciences (IUMS).
The current research enjoys a descriptive and correlational design. The statistical population consisted of all rehabilitation students of IUMS in 2022. The total number of students was 475; finally, 213 were randomly recruited as samples. The sample size was obtained using Cochran's formula. Using Pearson's correlation coefficient, simple relationships of variables were used. The data was analyzed by SPSS software version 25, using the path analysis. The path analysis was used to investigate the mediating role of anxiety.
There is a significant negative correlation between academic burnout and academic performance ( < 0.002; = -0.223). Also, there is a negative and significant correlation between the mediator variable of anxiety and the dependent variable of academic performance (-0.247), and a positive and significant correlation exists between the mediator variable of anxiety and the independent variable of academic burnout (0.207).
Anxiety and academic burnout can reduce students' academic performance. Considering that most students will face stress during their studies for various reasons, coping strategies should be taught to them to prevent their academic burnout and academic failure.
学生时期的精神障碍会对学生的学习和学业进展产生破坏性影响。本研究旨在调查焦虑变量在伊朗医科大学（IUMS）康复专业学生的学业倦怠和学业成绩中的中介作用。
本研究采用描述性和相关性设计。统计总体包括2022年IUMS所有康复专业学生。学生总数为475人；最终，随机抽取213人作为样本。样本量通过 Cochr an公式获得。使用Pearson相关系数来分析变量间的简单关系。数据采用SPSS 25软件进行路径分析。路径分析用于研究焦虑的中介作用。
学业倦怠与学业成绩之间存在显著负相关（<0.002；=-0.223）。此外，焦虑中介变量与学业成绩因变量之间存在负向且显著的相关性（-0.247），焦虑中介变量与学业倦怠自变量之间存在正向且显著的相关性（0.207）。
焦虑和学业倦怠会降低学生的学业成绩。鉴于大多数学生在学习过程中会因各种原因面临压力，应教导他们应对策略，以防止学业倦怠和学业失败。
