The Interplay among EFL Learners' Academic Procrastination, Learning Approach, Burnout, and Language Achievement
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| Title: | The Interplay among EFL Learners' Academic Procrastination, Learning Approach, Burnout, and Language Achievement |
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| Language: | English |
| Authors: | Fatemeh Hosseinpour Kharrazi, Afsaneh Ghanizadeh (ORCID |
| Source: | Asia-Pacific Education Researcher. 2024 33(5):1213-1222. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Time Management, Student Behavior, Burnout, Academic Achievement, College Students, Foreign Countries, Learning Strategies |
| Geographic Terms: | Iran |
| Assessment and Survey Identifiers: | Study Process Questionnaire, Maslach Burnout Inventory |
| DOI: | 10.1007/s40299-023-00791-5 |
| ISSN: | 0119-5646 2243-7908 |
| Abstract: | The current study is delved into English as a Foreign Language (EFL) students' academic procrastination, learning approach, burnout, and language achievement. To do so, 203 EFL students studying in three universities in Iran were asked to complete three questionnaires, including Academic Procrastination Scale, Revised Study Process Questionnaire, and Maslach Burnout Inventory Student-Survey. Structural Equation Modeling was employed to verify the causal model. The results revealed that students' procrastination predicted their burnout positively and significantly. Moreover, academic procrastination was found to correlate positively with surface learning approach. The results also indicated that procrastination had a negative impact on deep learning approach. Another finding was that procrastination influenced language achievement indirectly and negatively. Finally, these findings were discussed in the light of prior research. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437310 |
| Database: | ERIC |
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| Abstract: | The current study is delved into English as a Foreign Language (EFL) students' academic procrastination, learning approach, burnout, and language achievement. To do so, 203 EFL students studying in three universities in Iran were asked to complete three questionnaires, including Academic Procrastination Scale, Revised Study Process Questionnaire, and Maslach Burnout Inventory Student-Survey. Structural Equation Modeling was employed to verify the causal model. The results revealed that students' procrastination predicted their burnout positively and significantly. Moreover, academic procrastination was found to correlate positively with surface learning approach. The results also indicated that procrastination had a negative impact on deep learning approach. Another finding was that procrastination influenced language achievement indirectly and negatively. Finally, these findings were discussed in the light of prior research. |
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| ISSN: | 0119-5646 2243-7908 |
| DOI: | 10.1007/s40299-023-00791-5 |
