Volume 20, Issue 1 (Pajouhan Scientific Journal, Winter 2022)
Pajouhan Sci J 2022, 20(1): 57-63 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Javaheri Mohamadi A, Keshavarz Afshar H, Bagherzadeh S. Relationship Between Emotional Self-Control, Alexithymia and Educational Emotional with Academic Burnout in Students with Learning Disorder. Pajouhan Sci J 2022; 20 (1) :57-63
URL: http://psj.umsha.ac.ir/article-1-904-en.html
URL: http://psj.umsha.ac.ir/article-1-904-en.html
1- Department of Educational Sciences and Psychology, University of Tehran, Tehran, Iran
2- Department of Consulting, University of Research Sciences, Tehran, Iran
2- Department of Consulting, University of Research Sciences, Tehran, Iran
Abstract: (2051 Views)
Background and Objectives: One of the objectives of educational systems is to raise the level of students' ability to improve their academic performance. The aim of present study was to determine the relationship between emotional self-control, alexithymia, and academic excitement with academic burnout in students with learning disabilities.
Materials and Methods: The population of this study was all clients with learning disabilities who referred to the Learning Disabilities Centers in Tehran in 2021. The sampling method was cluster random sampling. Ten centers were selected from the centers of learning disabilities. Then, 150 students with the l learning disabilities were selected to participate in this study. The data was collected by Bresso Academic Burnout Questionnaire, Toronto Emotional Dysfunction Scale, Bakran Academic Emotion Questionnaire, and Weinberger & Schmaltz (srs) Self-Restraint Scale(1990).
Results: The results showed that negative academic excitement, emotional self- control, and positive emotion were able to predict students' academic burnout. The collected data were analyzed using Pearson correlation coefficient test and stepwise multivariate regression analysis. Negative academic excitement (P<0.001, t= 4.91, β= 0.348) with the highest value of B and then self-control (P<0.001, t= 4.18, β=-0.288) and positive emotion (P<0.001, t= -3.42, β= -0.235) could predict academic burnout, respectively.
Conclusions: Based on the findings, training the life skills related to emotion management, emotion regulation, and improving emotional intelligence should be widely and seriously considered. By training these skills, students' level of self-management can be improved and educational burnout can be prevented.
Materials and Methods: The population of this study was all clients with learning disabilities who referred to the Learning Disabilities Centers in Tehran in 2021. The sampling method was cluster random sampling. Ten centers were selected from the centers of learning disabilities. Then, 150 students with the l learning disabilities were selected to participate in this study. The data was collected by Bresso Academic Burnout Questionnaire, Toronto Emotional Dysfunction Scale, Bakran Academic Emotion Questionnaire, and Weinberger & Schmaltz (srs) Self-Restraint Scale(1990).
Results: The results showed that negative academic excitement, emotional self- control, and positive emotion were able to predict students' academic burnout. The collected data were analyzed using Pearson correlation coefficient test and stepwise multivariate regression analysis. Negative academic excitement (P<0.001, t= 4.91, β= 0.348) with the highest value of B and then self-control (P<0.001, t= 4.18, β=-0.288) and positive emotion (P<0.001, t= -3.42, β= -0.235) could predict academic burnout, respectively.
Conclusions: Based on the findings, training the life skills related to emotion management, emotion regulation, and improving emotional intelligence should be widely and seriously considered. By training these skills, students' level of self-management can be improved and educational burnout can be prevented.
Keywords: Emotional self-control, Alexithymia, Academic excitement, Academic burnout, Learning disability
Type of Study: Research Article |
Subject:
Medicine & Clinical Sciences
Received: 2022/02/22 | Accepted: 2022/03/1 | Published: 2022/03/1
Received: 2022/02/22 | Accepted: 2022/03/1 | Published: 2022/03/1
References
1. Alizadeh A, Tohidi A, Hosseini Soltan Nasir MS. Predicting Dimensions of Academic Burn Out Based On Alexithymia, Negative Emotions, and Self-Esteem. J Educ Psychol Stud. 2016;13(24):69-88. [Persian]
2. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Seyed Mohammadi Y., Translator. Tehran: Ravan Publishing; 2015. [Persian]
3. Atadokht A. The effectiveness of mindfulness-based cognitive therapy on social anxiety of students. J Sch Psychol. 2016;5(1):65-80. [Persian]
4. Cheraghikhah Z, Arabzadeh M, Kadivar P. The Role of Academic Optimism, Academic Emotions and School Well-Being in Mathematical Performance of Students. J Posit Psychol. 2015;1(3):11-20. [Persian]
5. dvantage; Hatami H. Teaching play therapy based on the parent-child relationship (according to Landarth model) to mothers and its effectiveness in reducing the negative academic emotions of student children. Cultural-Educational Quarterly of Women and Family. 1396;12(40):56-37. [Persian]
6. Farzin S, Barzegar Bafrooei K, Faqihi M. The role of time perspective in prediction of academic emotions of secondary school male students. J Sch Psychol. 2020;9(1):153-72. [Persian]
7. Fathi Ashtiani M, Akhavan Tafti M, khademi M. The Effectiveness of Cognitive Training on Information Processing Speed and Working Memory in Children with Learning Disabilities. J Educ Psychol. 2017;12(41):125-41. [Persian]
8. Manavi Shad M, Mesrabadi J, Habibi Kelibar R, Abolfazl F. Meta-analysis of the Effectiveness of Therapeutic-Educational Interventions on the Improvement of Specific Learning Disorder.Q J Child Ment Health. 2020;7(3):264-77. [Persian] [DOI:10.52547/jcmh.7.3.21]
9. Hashemi Cholicheh S, Hashemi Z, Naghsh Z. The mediatory role of the achievement emotions in relationship between Attributional styles, task value and academic burnout. Q Culture Couns Psychother. 2018;9(34):119-40. [Persian]
10. Hassanzadeh R, Samiee F. Investigating the relationship between quality of school life, career aspirations, and academic burnout mediated by mental well-being. J Sch Psychol. 2020;9(2):62-43. [Persian]
11. Kazemi Rezaei SV, Kazemi Rezaei SA. Prediction of tendency to addiction based on alexithymia and assertiveness in nursing students. Feiz. 2020;24(2):228-36. [Persian]
12. Moradi M, Fathi D, Gharibzadeh R, Faeedfar Z. A comparison of academic burnout, academic procrastination and feelings comparison of academic burnout, academic negligence and feeling of loneliness in students with and without learning disabilities. Stud Med Sci. 2016;27(3):248-56. [Persian]
13. Naami AAZ. Relationship Between Quality Of Learning Experiences And Academic Burnout In Graduate Students Of Shahid Chamran University. J Psychol Stud. 2009;5(3):117-34. [Persian]
14. Pour Abdol S, Sobhi Gharamaleki N, Qaedi GH, Nabi Doost A. Effectiveness of Emotion Regulation Training in decreasing educational burnout and academic procrastination among students with Specific Learning Disorder(SLD). Biquarterly J Cognitive Strategies Learn. 2020;7(13):49-68. [Persian]
15. Saba B, Imanparvar S. The Role of Academic Emotion Regulation and Resilience in Predicting Students' Academic Burnout. J Sch Psychol. 2021;9(4):62-73. [Persian] [DOI:10.32598/JSPI.9.4.5]
16. Soorgi S, Ghanifar MH, Asadi Yoonesi MR, Ahi G. The Effectiveness of Emotional Self-Control on Students' Academic Vitality and Academic Performance. Q J Child Ment Health. 2020;7(3):40-52. [Persian] [DOI:10.52547/jcmh.7.3.5]
17. The relationship between mental health, self-efficacy and motivation for academic achievement in female high school students in the 94-93 academic year in Amol. Master's thesis, unpublished, Islamic Azad University, Ayatollah Amoli Branch
18. Chang, SH, Yu NY. The effect of computer-assisted therapeutic practice for children with handwriting deficit: a comparison with the effect of the traditional sensorimotor approach. Res Dev Dis. 2013;35(7):1648-57. [DOI:10.1016/j.ridd.2014.03.024] [PMID]
19. Donahue JJ, Goranson AC, McClure KS, Van Male LM. Emotion dysregulation, negative affect, and aggression: A moderated, multiple mediator analysis. Pers Individ Differ. 2014;70:23-8. [DOI:10.1016/j.paid.2014.06.009]
20. El-Keshky M, Emam M. Emotional and behavioural difficulties in children referred for learning disabilities from two Arab countries: A cross-cultural examination of the Strengths and Difficulties Questionnaire. Res Dev Disabil. 2015;36:459-69. [DOI:10.1016/j.ridd.2014.10.039] [PMID]
21. Fietz J, Valencia N, Silani, G. Alexithymia and autistic traits as possible predictors for traits related to depression, anxiety, and stress: A multivariate statistical approach. J Eval Clin Pract. 2018;24(4)901-8. [DOI:10.1111/jep.12961] [PMID]
22. Gustavson DE, Miyake A. Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learn Individ Differ. 2017;54:160-72. [DOI:10.1016/j.lindif.2017.01.010] [PMID] []
23. Hemming L, Taylor P, Haddock G, Shaw J, Pratt D. A systematic review and meta-analysis of the association between alexithymia and suicide ideation and behaviour. J Affect Disord. 2019;254:34-48. [DOI:10.1016/j.jad.2019.05.013] [PMID] []
24. Hojat M, Vergare M, Isenberg G, Cohen M, Spandorfer J. Underlying construct of empathy, optimism, and burnout in medical students. Int J Med Educ. 2015;6:12-6. [DOI:10.5116/ijme.54c3.60cd] [PMID] []
25. - Karukivi M. Associations between alexithymia and mental well-being in adolescents [dissertation]. Finland: Department of Adolescent Psychiatry, University of Turku, Finland and School of Health Sciences, University of Tampere, Finland; 2011.
26. Kooranian F, Khosravi AR, Esmaeeli H. The relationship between hardiness/ locus of control and burnout in nurses. Q Horizon Med Sci. 2008;14(1):58-66. [Persian]
27. Kubzansky LD, Huffman JC, Boehm JK, Hernandez R, Kim ES, Koga HK, et al. Positive Psychological Well-Being and Cardiovascular Disease: JACC Health Promotion Series. J Am Coll Cardiol. 2018;72(12):1382-96. [DOI:10.1016/j.jacc.2018.07.042] [PMID] []
28. Luminet O, De Sousa Uva MC, Fantini C, De Timary P. The association between depression and craving in alcohol dependency is moderated by gender and by alexithymia factors. Psychiatry Res. 2016;239(?):28-38. [DOI:10.1016/j.psychres.2016.02.062] [PMID]
29. Maehler C, Schuchardt K. Working memory functioning in children with learning disabilities: does intelligence make a difference?. J Intellect Disabil Res. 2008;53(1):3-10. [DOI:10.1111/j.1365-2788.2008.01105.x] [PMID]
30. Milton H. Effects of a computerized working memory training program on attention, working memory, and academics, in adolescents with severe ADHD/LD. Journal of Psychology. 2010;1(14):120-122.
31. Morrish L, Rickard N, Chin TC, Vella-Brodrick DA. Emotion regulation in adolescent well-being and positive education. J Happiness Stud. 2018;19(5):1543-64. [DOI:10.1007/s10902-017-9881-y]
32. O'Shea A, Booth JL, Barbieri C, Mcginn KM, Young LK, Oyer MH. Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels. Contemp Educ Psychol, 2017;50:80-96. [DOI:10.1016/j.cedpsych.2016.03.003]
33. Pekrun R. The Impact of Emotions on Learning and Achievement: Towards a Theory of Cognitive/Motivational Mediators. Appl Psychol. 1992;41(4):359-76. [DOI:10.1111/j.1464-0597.1992.tb00712.x]
34. Pekrun R. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educ Psychol Rev. 2006;18(4):315-41. [DOI:10.1007/s10648-006-9029-9]
35. Pekrun R. A social-cognitive, control-value theory of achievement emotions. In: Heckhausen J, editor. Motivational Psychology of Human Development: Developing Motivation And Motivating Development. New York: Elsevier Science; 2000. p. 143-63. [DOI:10.1016/S0166-4115(00)80010-2]
36. Rebetez MML, Rochat L, Van der Linden M. Cognitive, emotional, and motivational factors related to procrastination: A cluster analytic approach. Personal Indiv Differ. 2015;76:1-6. [DOI:10.1016/j.paid.2014.11.044]
37. Taylor GJ, Bagby RM, Parker JDA. Disorders of affect regulation: Alexithymia in medical and psychiatric illness. Cambridge Uk: Cambridge University Press; 1997. [DOI:10.1017/CBO9780511526831]
38. Taylor GJ, Bagby RM. An overview of the alexithymia construct. In: Bar-On R, Parker JDA, editors. The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace. San Francisco: Jossey-Bass; 2005.
39. Van der Velde J, Gromann PM, Swart M, Wiersma D, de Haan L, Bruggeman R, et al. Alexithymia influences brain activation during emotion perception but not regulation. Soc Cogn Affect Neurosci. 2015;10(2):285-93. [DOI:10.1093/scan/nsu056] [PMID] []
40. Walburg V. Burnout among high school students: A literature review. Child Youth Serv Rev. 2014;42:28-33. [DOI:10.1016/j.childyouth.2014.03.020]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Articles Copyright © The Author(s).
Owned by Hamadan University of Medical Sciences.
Published by UMSHA Press
Journal Tel: +98 81 38380090
Publisher Tel: +98 81 38382022
Website: https://psj.umsha.ac.ir/
Email: psj@umsha.ac.ir
