الاحتراق الأكاديمي و علاقته بالهناء الذاتي الأكاديمي لدى طلبة المرحلة الثانوية

الملخص EN

The purpose of this study was to examine the relationship between academic burnout and academic self-felicity (happiness) for a sample of the secondary stage students.

Participants were 200 male and female students randomly selected from the secondary school students in the governorate of Mahael in Asir, their mean ages were 16.62, with standard deviation of .56.

Secondary School students Academic Burnout Scale (Khani, Mohammadi, Anvari, & Farsi, 2018) translated by the researcher and Renshaw et al.

(2014) Academic Self-Felicity Scale translated by Al-Daba (2016) were used here.

Results indicated that:1-The percentage of students with high academic burnout (n=64, 32%) was slightly higher than the previous studies including secondary school students.

2- There was a statistically significant negative relationship at the level of .05 between academic burnout and academic self-felicity for the sample.

3- There were no statistically significant differences in academic burnout attributed to gender difference (boys/girls).

4- There were statistically significant differences at the level of .01 in academic burnout attributed to speciality difference (natural/human) in the attitude of the students with natural specialization.

5-There was a statistical significance at the level of .01 for the coefficient of deviation (academic burnout) meaning that burnout=R2, the coefficient of deviation reached - .410, and its value was .261.

Academic burnout accounted for 26.1% of variance in academic self-felicity (happiness).