Academic burnout, shame, intrinsic motivation and teacher affective support among Iranian EFL learners: A structural equation modeling approach

The present study was an attempt to test a hypothesized educational psychology model investigating the relationship among perceived teacher affective support, intrinsic motivation, shame emotion and academic burnout among Iranian EFL (English as a foreign language) learners. To this end, 306 EFL lea...

Full description

Saved in:
Bibliographic Details
Published in:Current psychology (New Brunswick, N.J.) N.J.), 2021-04, Vol.40 (4), p.2026-2037
Main Authors: Karimi, Mohammad Nabi, Fallah, Nasser
Format: Article
Language:English
Subjects:
Behavioral Science and Psychology
Burn out (Psychology)
Burnout
Educational aspects
English as a second language
English as a second language instruction
Intrinsic motivation
Mediation
Motivation
Psychological aspects
Psychology
Questionnaires
Second language teachers
Shame
Social Sciences
Structural equation modeling
Teacher-student relationships
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The present study was an attempt to test a hypothesized educational psychology model investigating the relationship among perceived teacher affective support, intrinsic motivation, shame emotion and academic burnout among Iranian EFL (English as a foreign language) learners. To this end, 306 EFL learners were conveniently sampled, and were asked to complete relevant questionnaires. SPSS was used for tabulating the data and running descriptive statistics, and Confirmatory Factor Analysis was conducted to assure the construct validity of the questionnaires used. A Structural Equation Model (SEM) was hypothesized and tested through AMOS program with maximum likelihood estimation. The SEM analysis indicated that the final model had acceptable fit to the data set. The significant standard coefficients of the drawn paths showed that teacher affective support, intrinsic motivation and shame directly predicted academic burnout. In addition, teacher affective support exerted indirect effect on academic burnout through the mediation of intrinsic motivation and shame. Implications are discussed and suggestions are provided for future research.
ISSN:1046-1310
1936-4733
DOI:10.1007/s12144-019-0138-2