عنوان مقاله [English]
Aim: This study purpose was to determine the mediating role of academic motivations component in the relationship between perceived social support and educational justice with students’ academic burnout. Method: Method was correlational and statistic population included all students of Islamic Azad University Tehran center and Tehran east branches and Islamic Azad University, Tehran Medical Branch in 2016-2017 first semester with the quantity of 83834 people which through them in a multi-stage random sampling method, in the first stage, 3 universities, from each university 3 colleges and 3 class from each of college, were randomly selected, and finally from departments of Accounting, Psychology, Microbiology, Social Sciences, and genetic engineering, 410 people were selected based on Guadagnoli & Velicer's offer (1998) and the number of parameters. The study tool included Academic Burnout Questionnaire by Berso 1997; Academic Motivation Scale by Vallerand, Pelletier, Blais, Briere, Senecal, et al. (1992); Educational Justice Questionnaire by Golparvar (2010); and Multidimensional Scale of Perceived Social Support by Zimet, Dahlen, Zimet, & Farley (1998). After removal of 40 distortion questionnaires and four outliers, the data were analyzed by structural equation modeling. Results: The result showed that the indirect path between educational justice with academic burnout (β= -0.121, P= 0.002) and perceived social support with academic burnout (β= -0.253, P= 0.001) is negative and significant. Conclusion: It is imperative that all students have enough facilities and support in the educational environment to provide their potential for the growth and prosperity of talent to find the motive for their efforts in order to achieve their goals.