The Role of Self-regulated Learning, Achievement Motivation and academic Burnout in academic Performance of Students

  • Masoud Hejazi Assistant Professor in Department of psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran.
  • Hossein Taran MA. in General Psychology, Department of psychology, Islamic Azad University of Zanjan, Branch, Zanjan, Iran.
  • Abbas Ramazani PhD Student in Educational Management, Education Department, Shahid Beheshti University, Tehran, Iran


Recently, academic performance as a challenge has been the concern of families and researchers. The study was aimed to investigate the relationship of self-regulated learning, achievement motivation and academic burnout with academic performance of the students. Statistic population of the study was 22992 people. Forthispurpose,379 students were selected through cluster random sampling based on Krejcie & Morgan (1970) table. The study utilized Motivational Strategies Questionnaire (MSLQ), Hermans achievement motivation questionnaire and Bresó academic Burnout Questionnaire. The data was analyzed using the Pearson correlation coefficient and regression analysis. The results showed that self-regulated learning, achievement motivation and academic Burnout dimensions have significant relationship with academic performance. academic burnout is also able to predict academic achievement of the students. It can be concluded that psychological problems are associated with the concept of academic performance.


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