Causal Model of the Association between Academic Burnout and Achievement Goals: The Intermediating Role of Self-Efficacy and Procrastination


hassan seif 1 , Ahmad Rastegar 1 , Rahele Ershadi 2 , * , Saeed Mazloumian 1

1 Assistant Professor, Department of Educational Sciences, School of Educational Sciences & Psychology ,Payame Noor University, Tehran, Iran ., Iran

2 MSc in Educational Sciences, Department of Educational Sciences, Payame Noor University of Tehran, Tehran, Iran, Iran

How to Cite: seif H, Rastegar A, Ershadi R, Mazloumian S . Causal Model of the Association between Academic Burnout and Achievement Goals: The Intermediating Role of Self-Efficacy and Procrastination, Strides Dev Med Educ. 2016 ; 13(4):e57631.


Strides in Development of Medical Education: 13 (4); e57631
Published Online: November 02, 2016
Article Type: Research Article
Received: July 05, 2017
Accepted: February 28, 2016




Background & Objective: There has been growing recognition that medical students, interns, residents, and practicing physicians across many specialties are prone to burnout, with recent studies linking high rates of burnout to adverse mental health issues. The aim of this study was to examine factors affecting academic burnout among medical students and investigate the association between achievement goals and its dimensions, academic self-efficacy, and academic procrastination in the form of a causal model.

Methods: For this purpose, 174 students (98 in the clinical stage and 76 in the preclinical stage) of Shiraz University of Medical Sciences (Iran) were selected based on Cochran’s Formula and through simple random sampling. The data collection tools consisted of the Maslach Burnout Inventory-Student Survey (MBI-SS), Achievement Goal Questionnaire (Elliot and McGregor), Academic Self-Efficacy Scale (Midgley et al.), and Academic Procrastination Scale (Savari). To analyze the data, path analysis and the Pearson correlation coefficient were used.

Results: The resulting path models indicated that academic burnout had significant negative relationships with mastery achievement goal, performance-approach, and academic self-efficacy, but it had significantly positive relationships with academic procrastination and performance-avoidance. It was also found that achievement goals had impact on academic burnout through academic procrastination and self-efficacy. The explained variance of academic burnout was 0.61.

Conclusion: It was found that achievement goals and academic self-efficacy had significant effects on academic procrastination and burnout. Thus, it is suggested that those involved in education provide the students with situations in which they can achieve a higher sense of empowerment in learning, so that they become more engaged in their academic work and be less likely to experience burnout.


Academic burnout Achievement goals Academic self-efficacy Academic procrastination

© 2016, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License ( which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.




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