تاثیر خستگی هیجانی و اضطراب پیشرفت تحصیلی بر خوش ‌بینی و فرسودگی تحصیلی در دانش ‌آموزان ورزشکار

هدف: پژوهش حاضر با هدف تاثیر خستگی هیجانی و اضطراب پیشرفت تحصیلی بر خوش بینی و فرسودگی تحصیلی در دانش آموزان 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 دانش آموزان ورزشکار مرد بودند که در تیم های ورزشی به‌صورت منظم فعالیت داشتند که اطلاعاتی درخصوص تعداد آنان در دسترس نبود. براساس روش نمونه‌گیری دردسترس، 200 تن از آنان که در رشته های ورزشی مختلف فعالیت داشتند، به‌عنوان نمونه تحقیق انتخاب شدند. ابزار پژوهش چهار پرسش‌نامه خستگی هیجانی، پرسشنامه اضطراب پیشرفت تحصیلی، پرسشنامه خوش بینی تحصیلی و پرسشنامه فرسودگی تحصیلی بود. یافته ها: مطابق با نتایج مدل پژوهش و آماره تی مشخص شد که خستگی هیجانی بر خوش بینی تحصیلی تاثیری به میزان 0.596- و فرسودگی تحصیلی به میزان 0.805 دارد. همچنین اضطراب پیشرفت تحصیلی بر خوش‌بینی تحصیلی تاثیری به میزان 0.294- و فرسودگی تحصیلی تاثیری به میزان 0.151 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.

the effect of emotional exhaustion and academic achievement anxiety on optimism and academic burnout

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.resultsin 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.discussionpaying attention to the academic factors of students has always been considered an important issue.