ORC ID , Hamid Asayesh2, Mahsa Haji Mohammad Hosseini2, Mohammadreza Sepahvandi3">
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Year : 2020  |  Volume : 7  |  Issue : 2  |  Page : 88-93

Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students

1 Department of Anesthesiology, Paramedical Faculty, School of Paramedical, Qom University of Medical Sciences, Qom, Iran
2 Department of Emergency, Paramedical Faculty, School of Paramedical, Qom University of Medical Sciences, Qom, Iran
3 Department of Medical Emergencies, School of Paramedical, Qom University of Medical Sciences, Qom, Iran

Correspondence Address:
Ms. Fatemeh Sharififard
Paramedical Faculty, Qom University of Medical Sciences, Qom
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/JNMS.JNMS_30_19

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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.

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