مطالب

The current research to aim was purpose conducted the mediating role of academic burnout in the relationship between the perception of the educational atmosphere creative and academic stress with motivational orientations (intrinsic motivation, extrinsic motivation, and motivation). The research method was the correlation of the path analysis type. The population of this study included all students of senior high schools in Sanandaj city. 250 the student (138 female students and 112 male students) were selected using a random multi-stage cluster sampling method and responded to the questionnaires of the creative educational atmosphere (Mohebi & et al., 2013), the academic stress Questionnaire (Kamkari & et al., 2010), academic burnout questionnaire (Bersu & et al., 2007) and academic motivation scale (Vallerand & et al., 1992). Data analysis was performed using the path analysis statistical method and by the SPSS-22, and AMOS-24 statistical software and bootstrapping method were used to examine the mediating role of the variables. The results showed that among the assumed direct relationships, only the direct effect of perception of the creative educational atmosphere on intrinsic motivation was significant. Indirect results showed that academic burnout could play a mediating role in the relationship between the perception of a creative educational atmosphere and academic pressures with intrinsic motivation, extrinsic motivation, and motivation.

Objective: The aim of the present study was to introduce and validate a tool for measuring students' individual agency. Method: The research was descriptive-correlational. The statistical population included 1364 student-teachers at Farhangian University, Kurdistan Province. A sample of 271 students was selected using systematic random sampling. Data was collected using the Individual Resources subscale of the Student Agency Scale (Jääskelä et al., 2017). The subscale has 28 items spread across four dimensions: participation activity, interest and motivation, self-efficacy, and competence beliefs. The questionnaire was translated into Persian, and semantic consistency with the original version was confirmed using the back-translation method. Subsequently, the face validity of tool was verified based on expert evaluations. Data analysis involved first- and second-order confirmatory factor analysis, convergent validity, Cronbach's alpha, composite reliability, and a one-sample t-test. Data analysis software included SPSS19 and Amos23. Results: The first-order factor analysis results indicated that the questionnaire items (after removing three items) could appropriately describe the latent variables. The second-order factor analysis results also revealed that the questionnaire items could be reduced to four components: activity engagement, interest and motivation, self-efficacy, and competence beliefs (RMSEA: .047; CFI: .93). The average variance extracted was 0.55, confirming convergent validity. The overall Cronbach's alpha was 0.87, and the Cronbach's alpha coefficients for the subscales ranged from 0.64 to 0.82. The composite reliability was 0.82. Results also indicated a high level of individual agency among student-teachers at Farhangian University (p < .05).