چكيده لاتين
The aim of the present study is to The relationship between study habits with academic burnout and identifying the causes and effective factors from the perspective of Isfahan University students. The method of this study is a combination of explanatory and descriptive. The statistical population of this study in the quantitative and qualitative parts is all third and fourth year undergraduate students of Isfahan University who are studying in the fields of educational sciences, counseling, civil engineering and surveying in 1403-1404. The sampling method of this study is census. The data collection tools in this study were the Pulsani and Sharma (1989) study habits questionnaire and the Maslach (1998) academic burnout questionnaire, a modified form of Berry by Shafley et al. (2002). A total of 223 people answered the questionnaire questions. Then, to explain the results obtained, a semi-structured interview was conducted with three students from each field. The results of Pearsonʹs correlation coefficient showed that the relationship between study habits and academic burnout was -0.546 and the significance level was less than 0.001. I can find an inverse and significant relationship between study habits and academic burnout. More precisely, I can reduce and take pictures of academic burnout by improving study habits. Students cite several factors for academic burnout, including student personality traits, professorsʹ characteristics and teaching, lack of individual classes in the field, atmosphere and relationships with classmates, exams, family, type and facilities of the university, theoretical topics, repetitive and non-applied courses, repetition of everything, and diversity and uncertainty of the educational goal.
