Document Type : Research Paper
Authors
1 PhD Student in Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and Psychology. University of Isfahan, Isfahan, Iran
2 Professor of the Department of Psychology and Education of People with Special Needs, Faculty of Educational Sciences and Psychology. University of Isfahan, Isfahan, Iran.
Abstract
The aim of this study was to discover and investigate the factors affecting the academic burnout of students with specific learning disorders. The method of the present study was qualitative using data-based method and data collection was done through semi-structured interviews. The statistical population of the present study included all sixth grade students with specific learning disabilities in Isfahan city in 2022. The research sample was selected as a purposeful sampling and after interviewing 25 students, the factors affecting academic burnout were identified. Data analysis was performed using three steps of open, axial and selective coding. Based on the results of the research, open codes around 123 concepts, core codes including 20 concepts and selective codes in 5 concepts under the headings of intra-school factors, student's educational experiences, factors Intrapersonal, family and social factors were identified and extracted. The innovation of the present research can be explained by the fact that it is very important to pay attention to the academic problems of students with specific learning disorders and the factors affecting the academic burnout of students with specific learning disorders were identified. Therefore, it can be concluded that for any action, the factors affecting their academic burnout must be identified first, and strategies should be designed to prevent it.
Keywords
Main Subjects
ترازی، زهرا، خادمی اشکذری، ملوک، و اخوان تفتی، مهناز. (1399). کاهش فرسودگی تحصیلی دانشآموزان با ناتوانیهای یادگیری از راه آموزش بازآموزی اسنادی، تنظیم هیجانی و حل مسئله شناختی- اجتماعی. کودکان استثنایی، 20(3)، 113-132. https://doi.org/ 20.1001.1.16826612.1399.20.3.4.9
جلالوند، مصطفی، لطفی کاشانی، فرح، و وزیری، شهرام. (1399). رابطه نهایی خواهیگرایی و ذهنآگاهی با فرسودگی تحصیلی از طریق میانجیگری خویشتنپذیری غیرمشروط و سبکهای کنار آمدن در دانشآموزان پسر. علوم روانشناختی، 19(86)، 264-245. https://doi.org/20.1001.1.17357462.1399.19.86.4.2
حق‌دوست، هیلدا. (1398). تعیین عوامل مؤثر بر دل‌زدگی تحصیلی دانشآموزان دبیرستانی از دیدگاه معلمان، متخصصان و دانشآموزان. سلامت روان کودک، 6(3)، 255-242. https://doi.org/10.29252/jcmh.6.3.21
سادوک، بنجامین جیمز، و سادوک، ویرجینیا ای. (2015). خلاصه روانپزشکی کاپلان و سادوک: بر اساس DSM-5- جلد سوم. ترجمه مهدی گنجی. (1400). تهران: ساوالان. https://www.arjmandpub.com/book/2047/
سلطانی، زیبا، صادق محبوب، سمانه، قاسمی جوبنه، رضا، و یوسفی، نجف. (1395). نقش سرمایه روانشناختی در فرسودگی تحصیلی دانشجویان. راهبردهای آموزش در علوم پزشکی، 9(2)، 162-156. https://edcbmj.ir/article-1-989-fa.html
شورمیج، زینب، صدقی، شهرام، و طلاچی، هما. (1393). شناسایی عوامل زمینهای تأثیرگذار بر رفتار اطلاعیابی کاربران در تعامل با گزینه جستجوی بصری در پایگاه ابسکو: یک مطالعه گراندد تئوری. تعامل انسان و اطلاعات، 1 (3)، 234-225. https://doi.org/ 20.1001.1.24237418.1393.1.3.7.1
شیخالاسلامی، علی، کریمیانپور، غفار، و ویسی، روناک. (1393). پیشبینی فرسودگی تحصیلی بر اساس کیفیت زندگی دانشگاهی و امید به اشتغال در دانشجویان. روانشناسی تربیتی، 12(39)، 63-25. https://doi.org/ https://doi.org/10.22054/jep.2016.4080
Afeli, A. S. (2019). Academic accommodation strategies for pharmacy students with learning disabilities: What else can be done? Currents in Pharmacy Teaching and Learning, 11(8), 751-756. DOI: 10.1016/j.cptl.2019.04.001
Aguiar, A. L., Aguiar, C., Cadima, J., Correia, N., & Fialho, M. (2019). Classroom quality and children’s social skills and problem behaviors: Dosage and disability status as moderators. Early Childhood Research Quarterly, 49(4), 81-92. https://doi.org/10.1016/j.ecresq.2019.05.005
Alonso-Tapia, J., Merino-Tejedor, E. & Huertas, J.A. (2022). Academic engagement: assessment, conditions, and effects—a study in higher education from the perspective of the person-situation interaction. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00621-
Aypay A. A. (2017). Positive Model for Reducing and Preventing School Burnout in High School Students. Educational Sciences: Theory and Practice, 17(4), 1345-59. https://doi.org/10.12738/estp.2017.4.0173
Barratt, E. S. (1994). Impulsivity: integrating cognitive, behavioral, biological and environmental data. IN W. B. Mccwn, j. L. John: Washington, D. C.: American Psychological Association.
Bernhard, C. (2007). A survey of burnout among college music majors. Journal of College Student, 2, 392-401. https://www.scirp.org/reference/referencespapers?referenceid=2300785
Bilge, F., Dost, M. T., & Cetin, B. (2014). Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self-efficacy Beliefs, and Academic Success. Educational Sciences, Theory and Practice, 14, 1721-1727. DOI:10.12738/estp.2014.5.1727
Colvin, M. K., Reesman, J. & Glen, T. (2022). Reforming learning disorder diagnosis following COVID-19 educational disruption. Nature Reviews Psychology, 1, 251–252. https://doi.org/10.1038/s44159-022-00052-0
Darko-Asumadu, D. & Sika-Bright, S. (2021). Parental Involvement and Pupils’ Academic Performance in the Cape Coast Metropolis, Ghana. Open Education Studies, 3(1), 96-109. https://doi.org/10.1515/edu-2020-0142
Datu, J. A. D, King, R. B, & Valdez, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. The Journal of Positive Psychology, 13(3), 260-270. https://doi.org/10.1080/17439760.2016.1257056
Finley, J. C., Matusz, E. F., & Parente, F. (2021). Cognitive differences between adults with traumatic brain injury and specific learning disorder. Brain injury, 35(4), 411-415. DOI: 10.1080/02699052.2021.1878552
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117- 142. https://doi.org/10.2307/1170412
Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12. https://doi.org/10.1016/j.ijer.2017.04.001
Haghdoost, H. (2019). Study of the Factors Affecting Academic Dissatisfaction from the Perspective of Teachers, Specialist, and students. Journal of Child Mental Health, 6(3), 242-255. [In Persian] https://doi.org/10.29252/jcmh.6.3.21
Hass, M. & Graydon, K. (2009). Sources of resiliency among successful foster youth. Children and Youth Service, 31, 457-463. https://doi.org/10.1016/j.childyouth.2008.10.001
Hassan, A. E. (2015). Emotional and behavioral problems of children with learning disabilities. Journal of Educational Policy and Entrepreneurial Research, 2(10), 66-74. https://www.researchgate.net/publication/282733476_Emotional_and_Behavioral_Problems_of_Children_with_Learning_Disabilities#:~:text=The%20results%20indicated%20that%20the,sadness%2C%20emotion%20confusion%2C%20and%20emotional
Herrmann, J., Koeppen, K., & Kessels, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective. Learning and Individual Differences, 69, 150–161. https://doi.org/10.1016/j.lindif.2018.11.011
Holt, L. J. (2014). Attitudes about help-seeking mediate the relation between parent attachment and academic adjustment in first-year college students. Journal of College Student Development, 55(4), 418-423. https://digitalrepository.trincoll.edu/facpub/119/
Hwang, E., & Kim, J. (2022). Factors affecting academic burnout of nursing students according to clinical practice experience. BMC Medical Education, 22, 346. https://doi.org/10.1186/s12909-022-03422-7
Jagodics, B., & Szabó, É. (2022). Student Burnout in Higher Education: A Demand-Resource Model Approach. Trends in Psychology. https://doi.org/10.1007/s43076-021-00137
Jagodics, B., Kóródi, K., & Szabó, É. (2021). A Diák Kiégés Kérdőív szerkezetének vizsgálata magyar mintán. Magyar Pszichológiai Szemle, 76(1), 1–22. https://doi.org/10.1556/0016.2021.00020
Jalalvand, M., Lotfikashani, F., & Vaziri, S. (2020). The relationships between perfectionism, mindfulness and academic burnout with mediating role of unconditional self-acceptance and coping style in in high school boy students in Tehran. Psychological Science, 19(86), 245-264. [In Persian] https://doi.org/20.1001.1.17357462.1399.19.86.4.2
Kong, L.N, Yang, L, Pan, Y, & Chen, SH. (2021). Proactive personality, professional self-efficacy and academic burnout in undergraduate nursing students in China. Journal of professional Nursing, 37(4), 690-695. DOI: 10.1016/j.profnurs.2021.04.003
Kotera, Y., & Van Gordon, W. (2021) Effects of Self-Compassion Training on Work-Related Well-Being: A Systematic Review. Frontiers in Psychology, 12.630798. DOI: 10.3389/fpsyg.2021.630798
Kristanto, T., Chen, W. S., & Thoo, Y. Y. (2016). Academic burnout and eating disorder among students in Monash University Malaysia. Eating behaviors, 22, 96–100. https://doi.org/10.1016/j.eatbeh.2016.03.029
Law, D. (2007). Exhaustion in university students and the effect of coursework involvement. Journal of American College Health, 4, 239-245. DOI: 10.3200/JACH.55.4.239-245
Lin, F., & Yang, K. (2021). The External and Internal Factors of Academic Burnout. Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.211220.307
Moneta, G. B. (2011). Need for achievement, burnout, and intention to leave: Testing an occupational model in educational setting. Personality and individual Differences, 50(2), 274- 278. https://doi.org/10.1016/j.paid.2010.10.002
Norez, D. (2017). Academic Burnout in College Students: The Impact of Personality Characteristics and Academic Term on Burnout. Master Thesis, Fort Hays State University. DOI: 10.58809/FUEL3102
Rosenfeld, L.B., Richman, J.M., & Bowen, G.L. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work Journal, 17(3), 205-226. https://doi.org/10.1023/A:1007535930286
Sadock, B. J., & Sadock, V. E. (2015). Kaplan and Sadock's Psychiatric Synopsis: Based on DSM-5 - Volume III. Translated by Mehdi Ganji. (1400). Tehran: Savalan. [In Persian] https://www.arjmandpub.com/book/2047/
Salmela -Aro, K, Savolainen, H & Holopainen. L. (2008). Depressive symptoms and school burnout during adolescence, Evidence from two cross lagged longitudinal studies. Journal of Youth and Adolescence, 6, 34 -45. DOI: 10.1007/s10964-008-9334-3
Seibert, G. S., May, R. W., Fitzgerald, M. C., & Fincham, F. D. (2016). Understanding school burnout: Does self-control matter? Learning and Individual Differences, 49, 120–127. https://doi.org/10.1016/j.lindif.2016.05.024
Seidman, A. (2005). The learning killer: disruptive student behavior in the classroom. Reading Improvement, 42, 40-46. https://www.semanticscholar.org/paper/The-Learning-Killer%3A-Disruptive-Student-Behavior-in-Seidman/45912f4cb915564d4134e324226c9a3eac0a11ee
Sheykholeslami, A., Karimianpoor, G., & Veysi, R. (2016). The Prediction of Academic Burnout Based on Quality of College Life and Hope to Employment in University Students. Educational Psychology, 12(39), 25-43. [In Persian]. https://doi.org/ https://doi.org/10.22054/jep.2016.4080
Shurmij, Z., Sedghi, S., & Talachi, H. (2013). Identifying contextual factors affecting users' information-seeking behavior in interaction with the visual search option in Absco database: a grounded theory study. Human and Information Interaction, 1(3), 234-225. [In Persian] https://doi.org/ 20.1001.1.24237418.1393.1.3.7.1
Singh, S., Sawani, V., Deokate, M., Panchal, S., Subramanyam, A. A., Shah, H. R., & Kamath, R.M. (2017). Specific learning disability: a 5year study from India. International Journal of Contemporary Pediatrics, 4(3), 863-8. DOI: https://doi.org/10.18203/2349-3291.ijcp20171687
Skinner, E. A., & Pitzer, J. (2012). Developmental dynamics of engagement, coping, and everyday measures of school engagement and related terms. The California School Psychologist, 8, 7-27. https://doi.org/10.1007/978-1-4614-2018-7_2
Soltani, Z., Sadegh mahboob, S., Ghsemi jobaneh, R., & Yoosefi, N. (2016). Role of psychological capital in academic burnout of Students. Educational Strategies in Medical Science, 9(2), 156-162. [In Persian] https://edcbmj.ir/article-1-989-fa.html
Spada, M. M., Nikcevid, A. V., Moneta, G. B., & Wells, A. (2017). Metacognition, perceived stress, and negative emotion. Personality and Individual Differences, 44(5), 1172-1181. https://doi.org/10.1016/j.paid.2007.11.010
Stallman, H. M, & Hurst, C. P. (2016). The university stress scale: measuring domains and extent of stress in university students. Australian Psychology, 51, 128-134. https://doi.org/10.1111/ap.12127
Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques andProcedures for Developing Grounded Theory. Newbury Park, CA: Sage Publications.
Suh, H., Kim, S., & Lee, D. (2021). Review of Perfectionism Research From 1990 to 2019 Utilizing a Text-Mining Approach. Review of General Psychology, 25(3), 283–303. https://doi.org/10.1177/10892680211018827
Tarazi, Z., Khademi Ashkezari, M., & Akhavan Tafti, M. (2020). Reducing The Academic Burnout of Students with Learning Disabilities Through Attributional Retraining, Emotional Regulation, and Social Cognitive Problem Solving. JOEC, 20(3), 132-113. [In Persian] https://doi.org/ 20.1001.1.16826612.1399.20.3.4.9
Tatsiopoulou, P., Porfyri, G. N., Bonti, E., & Diakogiannis, I. (2020). School Failure in a Girl with Specific Learning Difficulties, Suffering from Childhood Depression: Interdisciplinary Therapeutic Approach. Brain sciences, 10(12), 992. https://doi.org/10.3390/brainsci10120992
)