Abstract
Background: Academic burnout is a severe problem associated with poor academic performance. Few studies have dealt with the role of stress and time perspective in academic burnout despite significant attention paid to this issue. Objectives: The present study aimed to evaluate the relationship between stress and time perspective with academic burnout in paramedical students. Methods: This descriptive-correlational study was conducted on all paramedical students of Ahvaz, Iran, in 2022. A total of 292 students were selected as the sample through multistage random cluster sampling. The research instruments included the Academic Burnout Questionnaire, the Zimbardo Time Perspective Inventory, and the Medical Student Stressor Questionnaire. Data were analyzed using the Pearson correlation coefficient and stepwise regression. Results: There was a significant positive relationship between stress and academic burnout but a significant negative relationship between time perspective and academic burnout (P = 0.001). Stress and time perspective predicted 42% of the variance of academic burnout. Conclusions: Stress had a positive relationship, and time perspective had a negative relationship with academic burnout. Based on the results, paying attention to the role of stress and time perspective in students' academic burnout is more critical than ever.
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