Relationship between Students’ Attitudes Toward Their University and Academic Burnout: Examining the Mediating Role of Academic Procrastination

Abstract

Background and Objectives Thoughts and behaviors of university students are influenced by their expectations from the university and their perception of the university environment. If these expectations are not met, they may even consider quitting the university. The current study evaluated the relationship between students’ attitude toward the university and academic burnout, and examined the mediating role of academic procrastination. Methods The current cross sectional study was conducted on 384 students of Mazandaran University of Medical Sciences and Islamic Azad University, Sari Branch, who were selected using stratified random sampling based on the location of the university. The sample size was determined based on the specific population of the community. Data were collected using a standardized questionnaire on students’ attitude toward the university developed by Weinstein et al., which assessed their perception, expectations, emotions, and knowledge (PEEK). Additionally, the academic procrastination scale developed by Sevari, and the academic burnout questionnaire by Breso et al. were used. Data were analyzed using the independent t test, correlation coefficient test, and the path analysis method using repeated-measure regression models. Results A significant correlation was observed between the students’ attitudes toward the university and their academic procrastination (r = 0.298) and academic burnout (r = 0.491). There was significant relationship between the students’ attitudes toward the university and their academic burnout mediated by two dimensions of procrastination: intentional and mental and physical fatigue (P value < 0.05). Further, a comparison of the studied variables between the students of Mazandaran University of Medical Sciences and Islamic Azad University, Sari Branch, indicated significant differences in the students’ academic and personal aspects, in their attitude toward the university, and in their academic failure component as a factor of academic burnout; but no significant difference was observed regarding the other studied variables. Conclusions To promote the academic performance and psychological well-being of students, more attention should be paid to improving their attitudes toward the university in order to reduce and avoid academic procrastination and burnout.