| ORIGINAL ARTICLE |
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| Year : 2020 | Volume
: 7
| Issue : 2 | Page : 88-93 |
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Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students
Fatemeh Sharififard1
 , Hamid Asayesh2, Mahsa Haji Mohammad Hosseini2, Mohammadreza Sepahvandi3
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
Iran
 Source of Support: None, Conflict of Interest: None  | 21 |
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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