Mr Arash Shahbaziyankhonig, Mr Omid Hasani,
Volume 4, Issue 35 (9-2017)
Abstract
The present study aimed to investigate the role of test anxiety components and alexithymia in the academic burnout of students. The method of this study was descriptive and correlational. The statistical population consisted of all male and female students studying at Azarbaijan Shahid Madani University in the 2016-2017 academic year that based on Krejcie and Morgan table, 355 students were selected by multistage cluster sampling method. Toronto Alexithymia Scale (Bagby et al, 1994), Test of anxiety (Friedman, 1997) and Maslach Burnout Inventory-Student Survey (Shaufeli et al, 2002) formed the basis for data gathering. Data were analyzed using software SPSS 16 and statistical tests Pearson correlation and multiple regression (stepwise). The results showed that there was a positive significant relationship between the components of test anxiety and alexithymia with academic burnout (P<0/01). Also, multiple regression results showed that from among the components of test anxiety, cognitive error component and from among the components of alexithymia, component difficulty in identifying feelings they could predict section of the variance scores academic burnout. Given the close relationship between these three parameters together, it is necessary that this relation be considered in any curriculum planning and affairs reform.
Malahat Amani, Negin Alipour, Zahra Pirzadeh,
Volume 17, Issue 51 (10-2025)
Abstract
This study aimed to examine the psychometric properties of the Studyholism Inventory (SI-10) among university students. The research employed a descriptive and psychometric design. The statistical population included students at the University of Mohaghegh Ardabili in 2024. A total of 380 students were selected using the cluster sampling method and completed the Studyholism Inventory (SI-10; Loscalzo et al., 2018), the Big Three Perfectionism Scale – Short Form (BTPS-SF; Feher et al., 2019), and the modified Maslach Burnout Inventory (Schaufeli et al., 2002). Exploratory and confirmatory factor analyses supported a two-factor structure for the SI-10, identifying the dimensions of studyholism and study engagement, with acceptable model fit indices (RMSEA = 0.08, GFI = 0.93, CFI = 0.94). Reliability analysis showed Cronbach’s alpha values of 0.75 for the total inventory, 0.80 for studyholism, and 0.73 for study engagement. The results revealed that studyholism was positively correlated with perfectionism and academic burnout, while study engagement showed a positive correlation with perfectionism and a negative correlation with academic burnout, supporting the convergent and divergent validity of the inventory. Furthermore, students categorized as isolated or exhibiting studyholism without study engagement had higher levels of academic burnout, while those with studyholism combined with study engagement scored higher in perfectionism, indicating diagnostic validity. Overall, the Persian version of the Studyholism Inventory (SI-10) demonstrated satisfactory psychometric properties and is suitable for use among Iranian university students
