تأثیر خستگی هیجانی و اضطراب پیشرفت تحصیلی بر خوش‌بینی و فرسودگی تحصیلی در دانش‌آموزان ورزشکار

نوع مقاله : مطالعه پژوهشی اصیل

نویسندگان

1 دکتری، بخش توان‌بخشی، ماساژ و سلامت جسمانی دانشگاه دولتی ورزش، مسکو، روسیه

2 استادیار، گروه تربیت‌بدنی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران

3 استادیار، گروه تربیت‌بدنی، واحد سلماس، دانشگاه آزاد اسلامی، سلماس، ایران

4 دکترای مدیریت ورزشی، گروه تربیت‌بدنی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

چکیده

هدف: پژوهش حاضر با هدف تأثیر خستگی هیجانی و اضطراب پیشرفت تحصیلی بر خوش­بینی و فرسودگی تحصیلی در دانش­آموزان ورزشکار اجرا شد.
مواد و روش ها: روش پژوهش از نوع توصیفی-پیمایشی بود که از منظر هدف، جز تحقیقات کاربردی است و به‌صورت میدانی انجام شد. جامعه آماری همه دانش­آموزان ورزشکار مرد بودند که در تیم­های ورزشی به‌صورت منظم فعالیت داشتند که اطلاعاتی درخصوص تعداد آنان در دسترس نبود. براساس روش نمونه‌گیری دردسترس، 200 تن از آنان که در رشته­های ورزشی مختلف فعالیت داشتند، به‌عنوان نمونه تحقیق انتخاب شدند. ابزار پژوهش چهار پرسش‌نامه خستگی هیجانی، پرسشنامه اضطراب پیشرفت تحصیلی، پرسشنامه خوش­بینی تحصیلی و پرسشنامه فرسودگی تحصیلی بود.
یافته ها: مطابق با نتایج مدل پژوهش و آماره تی مشخص شد که خستگی هیجانی بر خوش­بینی تحصیلی تأثیری به میزان 596/0- و فرسودگی تحصیلی به میزان 805/0 دارد. همچنین اضطراب پیشرفت تحصیلی بر خوش‌بینی تحصیلی تأثیری به میزان 294/0- و فرسودگی تحصیلی تأثیری به میزان 151/0 دارد.
نتیجه گیری: پیشنهاد می‌شود در جهت افزایش خوش‌بینی و کاهش فرسودگی تحصیلی دانش‌آموزان، خستگی هیجانی و اضطراب پیشرفت تحصیلی آن‌ها در دوران تحصیل مدنظر قرار گیرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effect of Emotional Exhaustion and Academic Achievement Anxiety on Optimism and Academic Burnout

نویسندگان [English]

  • Hassan Shafaei 1
  • Sheida Ranjbari 2
  • Mansour khalilzadeh Kouchameshki 3
  • Mohammad Bagher Askarnia 4
1 Department of Physical Rehabilitation, Massage and Health-Improving Physical Culture Named after I. M. Sarkizov-Serazini RSUFKSMiT, 105122 Moscow, Russia.
2 Department of Physical Education, Urmia Branch, Islamic Azad University, Urmia, Iran
3 Department of Physical Education and sport science, Salmas Branch, Islamic Azad University, Salmas, Iran.
4 PhD in Sports Management, Department of Physical Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]

Background and Purpose
The interaction of students with education has been a concern of researchers, who have made extensive efforts to improve the educational conditions of students. Another important variable in the field of education is academic optimism, which refers to individual beliefs about capabilities, capacities, and internal potentials in the field of education. Emotional exhaustion is a factor that can affect aspects of students' education by influencing people's behavior. Emotional fatigue has been identified as a key dimension of depression, leading to a loss of energy, especially emotional energy in individuals. Additionally, anxiety related to academic progress is another important issue noted by researchers. Academic progress anxiety refers to individuals feeling anxious and concerned about their academic progress. Among students, student athletes are a significant group who are involved in both academic and sports activities simultaneously. Given the popularity of sports, it is expected that students may prioritize sports activities and pay less attention to academic matters.
Material and Methods
The current research is a descriptive study, classified as applied research, conducted in the field. The research method used is a survey for data collection. The statistical population consisted of male student athletes who regularly participated in sports teams, with no information available on their exact numbers. Based on available data, a sample of 200 male student athletes from various sports fields was identified.The research utilized four questionnaires:

Emotional Fatigue Questionnaire: This questionnaire was used to measure emotional fatigue. This questionnaire consists of 8 five-choice questions, scored on a five-point Likert scale ranging from 1=very low to 5=very high.
Academic Progress Anxiety Questionnaire: Developed by Alpert and Haber, this questionnaire assesses students' anxiety related to academic progress. It contains 19 questions with 2 components of facilitating anxiety.
Educational Optimism Questionnaire: The Sechennomoran et al. questionnaire was used to measure academic optimism. It includes 28 questions assessing students' trust in teachers (10 questions), academic emphasis (8 questions), and sense of identity towards school (10 questions).
Academic Burnout Questionnaire: This questionnaire was used to evaluate academic burnout. It consists of 15 questions designed on a 5-point Likert scale, measuring academic fatigue (5 questions), academic disinterest (4 questions), and academic inefficiency (6 questions).

For data analysis, the research employed the structural equations with partial least squares approach (SEM-PLS). Data analysis was conducted using SPSS version 20 and PLS version 3 software.
Results
In order to investigate the relationships between research variables, the structural equation method was used. To identify the distribution of the data in the present study, calculations of skewness and kurtosis were utilized. Based on the results of these indicators, it was determined that the data in the present study exhibited an abnormal distribution. The research model and t-statistics revealed that emotional exhaustion has a negative effect on academic optimism at a rate of -0.596 and a positive effect on academic burnout at a rate of 0.805. Additionally, academic achievement anxiety has a negative effect on academic optimism at -0.294 and a positive effect on academic burnout at 0.151.
Discussion
Paying attention to the academic factors of students has always been considered an important issue. The results of the present research indicated that emotional fatigue increases the level of academic burnout and decreases the level of academic optimism among student athletes. Therefore, focusing on addressing emotional fatigue can lead to improvements in academic burnout and academic optimism among student athletes. The findings of the study also revealed that academic achievement anxiety contributes to higher levels of academic burnout and lower levels of academic optimism in student athletes. Addressing academic achievement anxiety can serve as a foundation for enhancing conditions related to academic burnout and academic optimism among student athletes. Based on the results of this research, it is recommended that training courses for student athletes focus on enhancing their mental skills to reduce academic burnout and increase academic optimism. Additionally, providing spiritual support and identifying student athletes can help in reducing academic burnout and boosting academic optimism. Further research is suggested to compare academic burnout and academic optimism between athletic and non-athletic students, as well as among student athletes in different sports fields.
 
FundingThe present study received no financial support from any institution or organization.
Authors' contributions
First and Fourth author: Data collection and data analysis; Second and Third author: conceptualization and presentation of the idea. All authors contributed equally to the writing and revision of the article.
Conflicts of Interest
The authors declared no conflict of interest.
Acknowledgments
We sincerely thank and appreciate all the athletes who cooperated in the present research.

کلیدواژه‌ها [English]

  • Emotional Exhaustion
  • Academic Burnout
  • Academic Optimism
  • Academic Achievement Anxiety

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  • تاریخ دریافت: 23 خرداد 1402
  • تاریخ بازنگری: 08 خرداد 1403
  • تاریخ پذیرش: 23 خرداد 1403

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