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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
Language: English
Authors: Fatemeh Hosseinpour Kharrazi, Afsaneh Ghanizadeh (ORCID 0000-0003-1649-1556)
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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  Value: <anid>AN0179295314;[gchw]01oct.24;2024Aug30.05:32;v2.2.500</anid> <title id="AN0179295314-1">The Interplay Among EFL Learners' Academic Procrastination, Learning Approach, Burnout, and Language Achievement </title> <p>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.</p> <p>Keywords: Burnout; Learning approach; Procrastination; Structural equation modeling</p> <p>Copyright comment Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</p> <p>Language learning refers to acquiring or getting knowledge of a language by study, experience, or instruction (Brown, [<reflink idref="bib16" id="ref1">16</reflink>]). The process of Second Language Acquisition (SLA), as an example of humanities, is affected by many psychological and social factors. In this study, the dynamic interplay among three of these factors was explored.</p> <p>Academic procrastination is one of the key factors pertained to the present study. The past decades have seen the rapid rise of the studies in the domain of procrastination (e.g., Ferrari et al., [<reflink idref="bib28" id="ref2">28</reflink>]; Svartdal & Steel, [<reflink idref="bib68" id="ref3">68</reflink>]), especially among students (e.g., Afzal & Jami, [<reflink idref="bib2" id="ref4">2</reflink>]). This key term is defined as the intentional delay in carrying out academic tasks, i.e., students delay doing their related tasks since they do not want to do them while they are well aware of its negative outcomes (Steel, [<reflink idref="bib65" id="ref5">65</reflink>]).</p> <p>Learning approach, as the second factor investigated in the present study, consists of two dimensions. The first one is related to the students' learning intentions and motives (why they learn) (Biggs, [<reflink idref="bib10" id="ref6">10</reflink>], as cited in Allahdadi et al., [<reflink idref="bib4" id="ref7">4</reflink>]). The second component is related to methods and strategies they employ in the process of learning (what they do) (Biggs, [<reflink idref="bib10" id="ref8">10</reflink>], in Allahdadi et al., [<reflink idref="bib4" id="ref9">4</reflink>]). Two types of learning approaches were proposed by Marton & Säljö ([<reflink idref="bib48" id="ref10">48</reflink>]) as follows: deep approach and surface approach (as cited in Phan, [<reflink idref="bib54" id="ref11">54</reflink>]).</p> <p>According to previous studies, measuring students' approaches to learning produce some positive results. Observing the consequences of learning, finding the students at risk, and helping them to employ effective strategies in order to become better learners are some of these consequences (Subasinghe & Wanniachchi, [<reflink idref="bib66" id="ref12">66</reflink>]).</p> <p>Burnout, as the third factor investigated in the present study, is defined as a fixed task-related stress (Freudenberger, [<reflink idref="bib31" id="ref13">31</reflink>], as cited in Ghanizadeh & Jahedizadeh, [<reflink idref="bib35" id="ref14">35</reflink>]). Moreover, Maslach & Jackson ([<reflink idref="bib50" id="ref15">50</reflink>]) defined burnout as a syndrome of "emotional exhaustion, depersonalization, and reduced personal accomplishment" (p.5). Emotional exhaustion is characterized as the feeling of being affectively strained and lack of emotional supplies (Brouwers & Tomic, [<reflink idref="bib15" id="ref16">15</reflink>]). Depersonalization denotes displaying undesirable, discouraging, or extremely disconnected response to others (Maslach, [<reflink idref="bib49" id="ref17">49</reflink>]). Reduced personal accomplishment refers to when a person evaluates his or her job performance negatively (Schaufeli et al., [<reflink idref="bib59" id="ref18">59</reflink>]). Among these three, emotional exhaustion is the most central dimension of burnout (Shirom, [<reflink idref="bib63" id="ref19">63</reflink>]). According to Pottage & Huxley ([<reflink idref="bib55" id="ref20">55</reflink>]), this notion can be generalizable to students as well.</p> <p>Earlier researchers have proposed some causes for burnout. Attribution and self-regulation (Ghanizadeh & Ghonsooly, [<reflink idref="bib33" id="ref21">33</reflink>]), low spirituality (Wachholtz & Rogoff, [<reflink idref="bib70" id="ref22">70</reflink>], as cited in Jahedizadeh et al., [<reflink idref="bib41" id="ref23">41</reflink>]), level of education and gender (Jahedizadeh et al., [<reflink idref="bib41" id="ref24">41</reflink>]), and disengagement (Schaufeli et al., [<reflink idref="bib58" id="ref25">58</reflink>]) are considered as some important determinants of student burnout.</p> <p>Due to the potent roles of academic procrastination, learning approach, and burnout in producing satisfactory educational outcomes, it would be of value to examine the interrelations amomg these constructs. To reach this goal, the following research questions were probed in the present study.</p> <p></p> <ulist> <item> Q1: Is there any statistically significant association between EFL students' academic procrastination and their burnout?</item> <p></p> <item> Q2: Is there any statistically significant association between EFL students' academic procrastination and their learning approach?</item> <p></p> <item> Q3: Is there any statistically significant association between EFL students' academic procrastination and their language achievement?</item> </ulist> <hd id="AN0179295314-2">Review of the Literature</hd> <p></p> <hd id="AN0179295314-3">Procrastination</hd> <p>Procrastination is defined as "self-regulation failure of performance" (Ferrari, [<reflink idref="bib27" id="ref26">27</reflink>], p. 391, as cited in Klassen et al., [<reflink idref="bib44" id="ref27">44</reflink>]). Fee & Tangney ([<reflink idref="bib24" id="ref28">24</reflink>]) stated that it is a complex process involving affective, cognitive, and behavioral components (as cited in Chun Chu & Choi, [<reflink idref="bib18" id="ref29">18</reflink>]).</p> <p>According to Schouwenburg ([<reflink idref="bib60" id="ref30">60</reflink>]), procrastination is typically manifested via three types of behavior: (<reflink idref="bib1" id="ref31">1</reflink>) the absence of punctuality, whether in actions or decisions, (<reflink idref="bib2" id="ref32">2</reflink>) disequilibrium between actions and decisions, and (<reflink idref="bib3" id="ref33">3</reflink>) desire for competing tasks. Schraw et al. ([<reflink idref="bib61" id="ref34">61</reflink>]) postulated that one criteria of procrastination is counterproductiveness, which is normally demonstrated by comparing the academic achievement of those high and low in procrastination.</p> <p>Chun Chu and Choi ([<reflink idref="bib18" id="ref35">18</reflink>]) proposed two types of procrastination which are passive and active. Passive procrastination is caused by an inability to make decision to accomplish tasks in a timely manner (Chun Chu & Choi, [<reflink idref="bib18" id="ref36">18</reflink>]). On the other hand, active procrastination, as an observable behavioral characteristic, refers to the situation when a person who is able to accomplish tasks before deadlines makes an intentional decision to procrastinate and uses his or her strong motivation under time pressure (Chun Chu & Choi, [<reflink idref="bib18" id="ref37">18</reflink>]).</p> <p>According to Chun Chu and Choi ([<reflink idref="bib18" id="ref38">18</reflink>]), four dimensions of active procrastination are inclination for time pressure, deliberate choice to procrastinate, deadline fulfillment, and satisfactory achievement. Active procrastinators prefer time pressure since it makes them dealing with challenges and be more motivated. Intentional decision to procrastinate, the second dimension of active procrastination, refers to intentionally reshuffle tasks to respond to changing external demands. Ability to meet deadlines, the third dimension of active procrastination, refers to being able to estimate the minimum amount of time needed to accomplish a task that results in achieving goals. In contrast to passive procrastinators, active procrastinators intentionally delay doing their tasks and use their time effectively; therefore, they can do the tasks successfully and achieve the satisfactory outcomes (Choi & Moran, [<reflink idref="bib17" id="ref39">17</reflink>]).</p> <p>Passive procrastinators are perceived as negative ones (Chun Chu & Choi, [<reflink idref="bib18" id="ref40">18</reflink>]). They may dedicate excessive time to the erroneous tasks or may delay starting the right tasks; hence, they waste time. Negative procrastinators also have poor performance, lower GPAs, lower self-regulation, low self-efficacy, and less expectation of success (Klassen et al., [<reflink idref="bib44" id="ref41">44</reflink>]). Moreover, Ferrari ([<reflink idref="bib27" id="ref42">27</reflink>]) described procrastinators as "lazy or self-indulgent" people (as cited in Chun Chu & Choi, [<reflink idref="bib18" id="ref43">18</reflink>], p. 246).</p> <p>Procrastination is a prevalent problem among students (Fernández Da Lama & Brenlla, [<reflink idref="bib25" id="ref44">25</reflink>]). This kind of procrastination, i.e., academic procrastination, refers to when students needlessly put off accomplishing their academic tasks (McCloskey & Scielzo, [<reflink idref="bib51" id="ref45">51</reflink>]). Academic procrastination is considered as a self-protective strategy used by people to mask their fragile self-esteem, and many researches have proved a reverse association between self-reported procrastination and the level of self-esteem (e.g., Beck et al., [<reflink idref="bib7" id="ref46">7</reflink>]; Ferrari, [<reflink idref="bib26" id="ref47">26</reflink>]).</p> <p>Steel ([<reflink idref="bib65" id="ref48">65</reflink>]) outlined the determinants of procrastination as follows: task qualities, achievement, individual differences, and demographic variables. Task characteristics, as the contextual determinants of procrastination, are subdivided into prediction of rewards and punishments, and task evasiveness. Task evasiveness is described as "dysphoric affect" (Milgram et al., [<reflink idref="bib52" id="ref49">52</reflink>], as cited in Steel, [<reflink idref="bib65" id="ref50">65</reflink>], p. 68) or "task appeal" (Harris & Sutton, [<reflink idref="bib37" id="ref51">37</reflink>], as cited in Steel, [<reflink idref="bib65" id="ref52">65</reflink>], p. 68); that is, a person who finds a situation or action unpleasant is more likely to avoid it. Individual differences comprise irrational beliefs that are associated with low levels of self-esteem or self-efficacy (Ellis & Knaus, [<reflink idref="bib22" id="ref53">22</reflink>], as cited in Steel, [<reflink idref="bib65" id="ref54">65</reflink>]), self-handicapping which is defined as having a tendency to adopt an emotion-oriented style rather than a task-oriented one in order to manage emotional reactions to a situation (Berzonsky, [<reflink idref="bib8" id="ref55">8</reflink>]; Flett et al., [<reflink idref="bib29" id="ref56">29</reflink>]), depression, and low conscientiousness. Finally, demographics, as another category of causes, refer to age, gender, and year (Steel, [<reflink idref="bib65" id="ref57">65</reflink>]).</p> <p>Academic procrastination has recently been studied in relation with other psychological and social factors, including psychological flexibility and delay discounting (Sutcliffe et al., [<reflink idref="bib67" id="ref58">67</reflink>]), achievement goal orientation (Howell & Watson, [<reflink idref="bib39" id="ref59">39</reflink>]), patterns of behavioral postponement (Howell et al., [<reflink idref="bib40" id="ref60">40</reflink>]), self-regulation (Wolters, [<reflink idref="bib71" id="ref61">71</reflink>]), flow experience (Lee, [<reflink idref="bib47" id="ref62">47</reflink>]), motivation (Fernández et al., [<reflink idref="bib25" id="ref63">25</reflink>]), and relative deprivation and resilience (Xu et al., [<reflink idref="bib72" id="ref64">72</reflink>]).</p> <hd id="AN0179295314-4">Learning Approach</hd> <p>The roots of the study of students' approaches to learning are attributed to the lines of research of Marton & Säljö ([<reflink idref="bib48" id="ref65">48</reflink>]) who identified two broad classifications of approaches to learning: deep and surface (as cited in Justicia et al., [<reflink idref="bib43" id="ref66">43</reflink>]). Students may take a deep approach involving the goal to comprehend materials and link them to their existing schema, or may adopt a surface learning approach where studying and reproducing information are merely emphasized, and making inferences or reflectivity are not important (Murphy & Tyler, [<reflink idref="bib53" id="ref67">53</reflink>]). The third category of learning approaches could be achievement oriented (Bilgin, [<reflink idref="bib12" id="ref68">12</reflink>]). Students who choose to study an elective unit instead of a core unit are expected to use a deep learning approach because they have chosen the unit themselves according to the advantages of the unit to their careers (Bilgin, [<reflink idref="bib12" id="ref69">12</reflink>]). Those students who choose two elective units which are related and even prerequisite for each other are expected to utilize the deep or achieving learning approaches at least for the lower level unit to achieving high grades (Bilgin, [<reflink idref="bib12" id="ref70">12</reflink>]).</p> <p>The learning approaches are contingent on temporal, contextual, and personal factors (Biggs, [<reflink idref="bib11" id="ref71">11</reflink>]; Entwistle et al., [<reflink idref="bib23" id="ref72">23</reflink>]; Prosser et al., [<reflink idref="bib56" id="ref73">56</reflink>], as cited in Justicia et al., [<reflink idref="bib43" id="ref74">43</reflink>]) and have impacts on the students' learning outcomes (Biggs, [<reflink idref="bib11" id="ref75">11</reflink>]; Marton & Säljö, [<reflink idref="bib48" id="ref76">48</reflink>]). Students who are more engaged in class activities are more likely to report greater use of deep learning strategies (Floyd et al., [<reflink idref="bib30" id="ref77">30</reflink>]). Students who have a positive view of the value of training course are more likely to use deep learning strategies, and those who have a negative view of the value of the course are more likely to use surface learning strategies (Floyd et al., [<reflink idref="bib30" id="ref78">30</reflink>]).</p> <p>The students' learning approaches also play a decisive role in the quality of the learning and the academic success (Ladan et al., [<reflink idref="bib46" id="ref79">46</reflink>]). They are considered as a means of understanding teaching and learning (Ladan et al., [<reflink idref="bib46" id="ref80">46</reflink>]). They can help teachers to understand their students' learning and find effective ways to encourage students to achieve their desirable learning outcomes (Zeegers, [<reflink idref="bib73" id="ref81">73</reflink>], as cited in Ladan et al., [<reflink idref="bib46" id="ref82">46</reflink>]).</p> <p>Deep learning approach is generally considered to be the most effective (Bilgin & Crowe, [<reflink idref="bib13" id="ref83">13</reflink>]). Deep learning encompasses critical appraisal of newly-received information, connecting them to prior notions and values, relating and integrating knowledge from other parts of the course, which results in problem solving and reflection (Alahdadi & Ghanizadeh, [<reflink idref="bib3" id="ref84">3</reflink>]). With regard to the nexus between deep approach to learning, ambiguity tolerance, and adaptability, students who adopt deep learning approach enjoy higher degrees of ambiguity tolerance, and adaptability, and accordingly higher levels of academic achievement (Alahdadi & Ghanizadeh, [<reflink idref="bib3" id="ref85">3</reflink>]).</p> <hd id="AN0179295314-5">Burnout</hd> <p>Freudenberger ([<reflink idref="bib31" id="ref86">31</reflink>]) proposed the notion of burnout as a fixed job-related stress (in Ghanizadeh & Jahedizadeh, [<reflink idref="bib35" id="ref87">35</reflink>]). Burnout also refers to suffering from physical, emotional, and mental exhaustion caused by long-term involvement in emotionally demanding or stressful situations (Jennett et al., [<reflink idref="bib42" id="ref88">42</reflink>], as cited in Ghanizadeh & Ghonsooly, [<reflink idref="bib33" id="ref89">33</reflink>]).</p> <p>It has been found that burnout proceeds smoothly and through various life and occupational stages (Ghanizadeh & Jahedizadeh, [<reflink idref="bib35" id="ref90">35</reflink>]). These stages are considered as follows: not receiving agreement about functioning or finding the job or task expectations inside the professional or academic community, becoming powerless, feeling meaninglessness, determining to be separated from professional or academic community, and feeling estrangement which refers to being doubtful about the conformity between organizational role and self-image (Dworkin, [<reflink idref="bib21" id="ref91">21</reflink>]).</p> <p>Different factors affect the dimensions of burnout. They include task-related, personal, and interpersonal factors (Brenninkmeijer et al., [<reflink idref="bib14" id="ref92">14</reflink>]). Unpleasant emotions created by individuals' judgments about their peers (Ghanizadeh & Jahedizadeh, [<reflink idref="bib34" id="ref93">34</reflink>],), workload (Doménech & Gómez, [<reflink idref="bib19" id="ref94">19</reflink>]), and self-esteem (Dorman, [<reflink idref="bib20" id="ref95">20</reflink>]) are some factors that affect emotional exhaustion. Emotional exhaustion (Dorman, [<reflink idref="bib20" id="ref96">20</reflink>],), disrespect and lack of sociability (Hastings & Bhaerym, [<reflink idref="bib38" id="ref97">38</reflink>]) are considered as some causes of depersonalization. Lack of sociability, extroversion, agreeableness (Unaldi et al., [<reflink idref="bib69" id="ref98">69</reflink>]), self-esteem, and depersonalization (Dorman, [<reflink idref="bib20" id="ref99">20</reflink>]) also affect reduced personal accomplishment. Self-efficacy is also considered as a factor that influences all three dimensions of burnout (Brouwers & Tomic, [<reflink idref="bib15" id="ref100">15</reflink>]; Skaalvik & Skaalvik, [<reflink idref="bib64" id="ref101">64</reflink>]). It is interpreted as a person's beliefs in his or her capacity for performing action to achieve the desired results (Bandura, [<reflink idref="bib6" id="ref102">6</reflink>], as cited in Betoret & Artiga, [<reflink idref="bib9" id="ref103">9</reflink>]).</p> <hd id="AN0179295314-6">Method</hd> <p></p> <hd id="AN0179295314-7">Participants</hd> <p>The participants of the present study included 203 EFL students, sampled from available data from three universities in Iran, including Imam Reza International University, Ferdowsi University of Mashhad, both in Mashhad, and Sheikh Bahaei University, in Isfahan.</p> <p>The profile of the participants is as follows: their ages varied from 18 to 45. Female participants numbered 115, while 88 were male. Two participants were Ph.D. candidates, 91 were MA (Master of Arts) students, and the rest were BA (Bachelor of Arts) students. Their majors included TEFL (118 participants), English translation (65 participants), and English literature (20 participants).</p> <hd id="AN0179295314-8">Instrumentation</hd> <p>A pack of three questionnaires was used in the present study as follows:</p> <hd id="AN0179295314-9">Academic Procrastination Scale (APS)</hd> <p>To assess participants' academic procrastination, the researchers used Academic Procrastination Scale (APS) developed by McCloskey and Scielzo ([<reflink idref="bib51" id="ref104">51</reflink>]). They adopted a multi-phase and comprehensive validation approach to develop this scale (McCloskey & Scielzo, [<reflink idref="bib51" id="ref105">51</reflink>]). It consists of 25 items designed—having a pessimistic view on academic procrastination and measuring six subscales of procrastination, i.e., psychological beliefs, disorders, social factors, time management, personal initiative, and laziness (McCloskey & Scielzo, [<reflink idref="bib51" id="ref106">51</reflink>]). Sample items are: "I have found myself waiting until the day before to start a big project," "I waste considerable time on trivial issues," and "If I don't comprehend something, I'll frequently do nothing till the day before an exam to understand it." The participants were asked to score the items of online survey on a 1 to 5 Likert-type scale. The options were as follows: 1 = disagree, 2 = partly disagree, 3 = no idea, 4 = partly agree, and 5 = agree.</p> <hd id="AN0179295314-10">Revised Study Process Questionnaire (R-SPQ-2F)</hd> <p>This questionnaire was developed by Biggs et al. ([<reflink idref="bib11" id="ref107">11</reflink>]). It contains of 20 items, ranged on a 5-point Likert scale. It has two main scales, Deep Approach (DA) and Surface Approach (SA) with four subscales, Deep Motive (DM), Deep Strategies (DS), Surface Motive (SM), and Surface Strategies (SS) each measured by 5 items. Biggs ([<reflink idref="bib10" id="ref108">10</reflink>]) defined these subscales as indicated in Table 1.</p> <p>Table 1 The subscales of R-SPQ-2F along with the corresponding descriptions</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Subscale</p></th><th align="left"><p>Definition</p></th><th align="left"><p>Item No</p></th></tr></thead><tbody><tr><td align="left"><p>Deep Motive</p></td><td align="left"><p>Deep motive is an intrinsic interest to improve underlying knowledge of particular academic subjects</p></td><td char="." align="char"><p>1,5,9,13,17</p></td></tr><tr><td align="left"><p>Deep Strategies</p></td><td align="left"><p>Deep strategy is to discern meaning through reading various books and connecting new information with the previous relevant knowledge (meaningful learning)</p></td><td char="." align="char"><p>2,6,10,14,18</p></td></tr><tr><td align="left"><p>Surface Motive</p></td><td align="left"><p>Surface motive refers to working no more than it is required</p></td><td char="." align="char"><p>3,7,11,15,19</p></td></tr><tr><td align="left"><p>Surface Strategies</p></td><td align="left"><p>Surface strategy refers to learning the basic and the most important information about a particular subject matter and reproducing them through rote learning</p></td><td char="." align="char"><p>4,8,12,16,20</p></td></tr></tbody></table> </ephtml> </p> <p>Sample item for DA includes: "I feel studying my lessons provides me with a profound individual gratification." Sample item for SA is: "I usually learn my lessons through memorization even if I do not comprehend them." The scale enjoys an acceptable reliability and validity values. Table 1 displays the sub-factors of the scale and their descriptions.</p> <p>In this study, the Persian version of R-SPQ-2 validated by Ghanizadeh and Allahdadi ([<reflink idref="bib32" id="ref109">32</reflink>]) was utilized. According to them, this test has acceptable reliability in EFL context and enjoys acceptable validity indices computed by CFA: chi-square/df ratio (2.50), the RMSEA (0.073), and GFI (0.90). The reliability of the translated version computed via Cronbach's alpha was as follows: DM = 0.68, DS = 0.61, SM = 0.62, SS = 0.65.</p> <hd id="AN0179295314-11">Maslach Burnout Inventory Student-Survey (MBI-SS)</hd> <p>In the present research, the Persian version of Maslach Burnout Inventory Student-Survey (MBI-SS) was used. The original inventory was developed by Schaufeli et al. ([<reflink idref="bib58" id="ref110">58</reflink>]). This questionnaire consists of 15 items and evaluates three subscales of burnout, i.e., emotional exhaustion (5 items), depersonalization (4 items), and reduced personal accomplishment (6 items). These three dimensions are measured on a five-point Likert-type scale ranging from 1 (never) to 5 (always). In 2014, the Persian version of this questionnaire was translated and validated by Rostami et al. It demonstrated acceptable reliability and validity indices (Rostami et al., [<reflink idref="bib57" id="ref111">57</reflink>]).</p> <hd id="AN0179295314-12">Results</hd> <p></p> <hd id="AN0179295314-13">Reliability of the Scales</hd> <p>To determine reliability of the scales, Cronbach's alpha was run. The results are presented in the following table (Table 2).</p> <p>Table 2 The reliability of the scales computed via Cronbach's Alpha</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" /><th align="left"><p>Cronbach's alpha</p></th></tr></thead><tbody><tr><td align="left"><p>Procrastination</p></td><td char="." align="char"><p>0.82</p></td></tr><tr><td align="left"><p>Learning Approach</p></td><td char="." align="char"><p>0.88</p></td></tr><tr><td align="left"><p>Burnout</p></td><td char="." align="char"><p>0.77</p></td></tr></tbody></table> </ephtml> </p> <p>As cab be seen, all the variables enjoyed acceptable reliability indices ranging from 0.77 to 0.88.</p> <hd id="AN0179295314-14">Test of Normality</hd> <p>To check normal distribution of the collected data, the Kolmogorov–Smirnov test was employed. The sig value higher than 0.05 is the demonstration of normal distribution (Table 3).</p> <p>Table 3 The results of K-S test for the variables</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" rowspan="2" /><th align="left" colspan="3"><p>Kolmogorov-Smirnov<sup>a</sup></p></th></tr><tr><th align="left"><p>Statistic</p></th><th align="left"><p>df</p></th><th align="left"><p>Sig</p></th></tr></thead><tbody><tr><td align="left"><p>SCR</p></td><td char="." align="char"><p>.07</p></td><td char="." align="char"><p>203</p></td><td char="." align="char"><p>.20<sup>*</sup></p></td></tr><tr><td align="left"><p>SR</p></td><td char="." align="char"><p>.08</p></td><td char="." align="char"><p>203</p></td><td char="." align="char"><p>.18<sup>*</sup></p></td></tr><tr><td align="left"><p>BR</p></td><td char="." align="char"><p>.09</p></td><td char="." align="char"><p>203</p></td><td char="." align="char"><p>.17<sup>*</sup></p></td></tr></tbody></table> </ephtml> </p> <p>As the table indicates, all the variables are distributed normally in this study.</p> <hd id="AN0179295314-15">Descriptive Statists of the Variables</hd> <p>Table 4 shows descriptive statistics of procrastination and its 2 subscales. According to the table, the mean score and standard deviation of the variables are as follows: procrastination: (<emph>M</emph> = 67.11, <emph>SD</emph> 21.19).</p> <p>Table 4 Descriptive statistics of procrastination and its subscales</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" /><th align="left"><p>N</p></th><th align="left"><p>Minimum</p></th><th align="left"><p>Maximum</p></th><th align="left"><p>Mean</p></th><th align="left"><p>Std. Deviation</p></th></tr></thead><tbody><tr><td align="left"><p>Time Management</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>5.00</p></td><td char="." align="char"><p>25.00</p></td><td char="." align="char"><p>12.70</p></td><td char="." align="char"><p>4.33</p></td></tr><tr><td align="left"><p>Social Factors</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>3.00</p></td><td char="." align="char"><p>15.00</p></td><td char="." align="char"><p>7.35</p></td><td char="." align="char"><p>3.34</p></td></tr><tr><td align="left"><p>Distraction of Attention</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>5.00</p></td><td char="." align="char"><p>25.00</p></td><td char="." align="char"><p>14.61</p></td><td char="." align="char"><p>4.72</p></td></tr><tr><td align="left"><p>Personal Initiative</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>4.00</p></td><td char="." align="char"><p>20.00</p></td><td char="." align="char"><p>11.39</p></td><td char="." align="char"><p>3.78</p></td></tr><tr><td align="left"><p>Laziness</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>3.00</p></td><td char="." align="char"><p>15.00</p></td><td char="." align="char"><p>8.42</p></td><td char="." align="char"><p>3.55</p></td></tr><tr><td align="left"><p>Psychological Beliefs</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>5.00</p></td><td char="." align="char"><p>25.00</p></td><td char="." align="char"><p>12.53</p></td><td char="." align="char"><p>5.42</p></td></tr><tr><td align="left"><p>Procrastination</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>28.00</p></td><td char="." align="char"><p>125.00</p></td><td char="." align="char"><p>67.11</p></td><td char="." align="char"><p>21.19</p></td></tr><tr><td align="left"><p>Valid N (listwise)</p></td><td align="left"><p>203</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr></tbody></table> </ephtml> </p> <p>Descriptive statistics of learners' learning approach and its dimensions are represented in Table 5. As already explained, learning approach has two broad factors: deep and surface, each comprising two subscales of motive and strategies.</p> <p>Table 5 Descriptive statistics of students' learning approach and its dimensions</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" /><th align="left"><p>N</p></th><th align="left"><p>Minimum</p></th><th align="left"><p>Maximum</p></th><th align="left"><p>Mean</p></th><th align="left"><p>Std. Deviation</p></th></tr></thead><tbody><tr><td align="left"><p>Deep Motive</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>7.00</p></td><td char="." align="char"><p>25.00</p></td><td char="." align="char"><p>14.62</p></td><td char="." align="char"><p>3.78</p></td></tr><tr><td align="left"><p>Deep Strategies</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>5.00</p></td><td char="." align="char"><p>25.00</p></td><td char="." align="char"><p>13.59</p></td><td char="." align="char"><p>3.31</p></td></tr><tr><td align="left"><p>Deep Approach</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>12.00</p></td><td char="." align="char"><p>50.00</p></td><td char="." align="char"><p>28.22</p></td><td char="." align="char"><p>6.63</p></td></tr><tr><td align="left"><p>Surface Motive</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>5.00</p></td><td char="." align="char"><p>25.00</p></td><td char="." align="char"><p>11.58</p></td><td char="." align="char"><p>3.68</p></td></tr><tr><td align="left"><p>Surface Strategies</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>8.00</p></td><td char="." align="char"><p>25.00</p></td><td char="." align="char"><p>13.67</p></td><td char="." align="char"><p>3.11</p></td></tr><tr><td align="left"><p>Surface Approach</p></td><td align="left"><p>203</p></td><td char="." align="char"><p>16.00</p></td><td char="." align="char"><p>46.00</p></td><td char="." align="char"><p>25.25</p></td><td char="." align="char"><p>6.04</p></td></tr><tr><td align="left"><p>Valid N (listwise)</p></td><td align="left"><p>203</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr></tbody></table> </ephtml> </p> <p>As the table displays, the descriptive statistics of learning approach and its components are as follows: deep: (<emph>M</emph> = 28.22, <emph>SD</emph> 6.63) and surface: (<emph>M</emph> = 25.25, <emph>SD</emph> 6.0).</p> <p>Table 6 indicates descriptive statistics of burnout and its subscales. As can be seen, the mean score of burnout is 47.53, and the standard deviation is equal to 17.58.</p> <p>Table 6 Descriptive statistics of burnout and its subscales</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" /><th align="left"><p>N</p></th><th align="left"><p>Minimum</p></th><th align="left"><p>Maximum</p></th><th align="left"><p>Mean</p></th><th align="left"><p>Std. Deviation</p></th></tr></thead><tbody><tr><td align="left"><p>Emotional Exhaustion</p></td><td char="." align="char"><p>203</p></td><td char="." align="char"><p>5.00</p></td><td char="." align="char"><p>35.00</p></td><td char="." align="char"><p>16.45</p></td><td char="." align="char"><p>7.27</p></td></tr><tr><td align="left"><p>Depersonalization</p></td><td char="." align="char"><p>203</p></td><td char="." align="char"><p>4.00</p></td><td char="." align="char"><p>28.00</p></td><td char="." align="char"><p>12.28</p></td><td char="." align="char"><p>7.10</p></td></tr><tr><td align="left"><p>Reduced Personal Accomplishment</p></td><td char="." align="char"><p>203</p></td><td char="." align="char"><p>6.00</p></td><td char="." align="char"><p>35.00</p></td><td char="." align="char"><p>18.78</p></td><td char="." align="char"><p>7.23</p></td></tr><tr><td align="left"><p>Burnout</p></td><td char="." align="char"><p>203</p></td><td char="." align="char"><p>16.00</p></td><td char="." align="char"><p>93.00</p></td><td char="." align="char"><p>47.53</p></td><td char="." align="char"><p>17.58</p></td></tr><tr><td align="left"><p>Valid N (listwise)</p></td><td char="." align="char"><p>203</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr></tbody></table> </ephtml> </p> <hd id="AN0179295314-16">The Proposed Model</hd> <p>To investigate the structural relations, the proposed model was verified via the LISREL version 8.50 statistical package. In the hypothesized model, procrastination is regarded as the independent variable, the impact of which on burnout, learning approach, and language achievement is presumed. As demonstrated by Fig. 1, the fit indices are within those thresholds: GFI (0.90) RMSEA (0.06), and the chi-square/<emph>df</emph> ratio (2.19). This implies that the model had satisfactory fit with the collected data.</p> <p>Graph: Fig. 1 The schematic representation of the relationships among the variables in questions</p> <p>To check the strengths of the causal relationships among the variables, the <emph>t-</emph>values and standardized estimates were scrutinized. The results demonstrated that procrastination positively and significantly predicted burnout: (<emph>β</emph> = 0.51, <emph>t</emph> = 7.01). It also positively predicted surface approach (<emph>β</emph> = 0.41, <emph>t</emph> = 6.21). Procrastination, on the other hand, influenced deep approach negatively (<emph>β</emph> = − 0.22, <emph>t</emph> = − 2.09). It was also found that both procrastination indirectly impacted on language achievement via its impact on burnout.</p> <p>For the convenience of demonstration, the designated paths are shown in the next table (Table 7) as well.</p> <p>Table 7 The Represented Path of the Model</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Path</p></th><th align="left"><p><italic>β</italic> Value (Direct effect)</p></th><th align="left"><p>Path</p></th><th align="left"><p><italic>β</italic> Value (Direct effect)</p></th></tr></thead><tbody><tr><td align="left"><p>Procrastination → Surface Approach</p></td><td char="." align="char"><p>.41</p></td><td align="left"><p>Surface Approach → LA</p></td><td char="." align="char"><p>.19</p></td></tr><tr><td align="left"><p>Procrastination → Deep Approach</p></td><td char="." align="char"><p>−.22</p></td><td align="left"><p>Deep Approach → LA</p></td><td char="." align="char"><p>.41</p></td></tr><tr><td align="left"><p>Procrastination → Burnout</p></td><td char="." align="char"><p>.51</p></td><td align="left"><p>Burnout → Surface Approach</p></td><td char="." align="char"><p>.29</p></td></tr><tr><td align="left"><p>Burnout → LA</p></td><td char="." align="char"><p>−.49</p></td><td align="left"><p>Burnout → Deep Approach</p></td><td char="." align="char"><p>−.26</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0179295314-17">The Relationships Among the Variables</hd> <p>The correlation coefficients between students' learning approaches, including deep and surface approaches, and their burnout, and procrastination are presented in Table 8. As can be seen, regarding the association between procrastination and deep approach, the correlation is found to be negative and weak: (<emph>r</emph> = − 0.21, <emph>p</emph> < 0.05). The correlation between procrastination and surface approach is also positive (<emph>r</emph> = 0.52, <emph>p</emph> < 0.05). Moreover, the following table shows a positive and strong correlation between procrastination and burnout (<emph>r</emph> = 0.65, <emph>p</emph> < 0.05).</p> <p>Table 8 The Correlations Among Students' Procrastination, Burnout, Learning Approaches, and LA</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" /><th align="left"><p>1</p></th><th align="left"><p>2</p></th><th align="left"><p>3</p></th><th align="left"><p>4</p></th><th align="left"><p>5</p></th></tr></thead><tbody><tr><td align="left"><p>1. LA</p></td><td align="left"><p>1.00</p></td><td align="left" /><td align="left" /><td align="left" /><td char="." align="char" /></tr><tr><td align="left"><p>2. Surface approach</p></td><td align="left"><p>.− 22**</p></td><td align="left"><p>1.00</p></td><td align="left" /><td align="left" /><td char="." align="char" /></tr><tr><td align="left"><p>3. Deep approach</p></td><td align="left"><p>.43**</p></td><td align="left"><p>−.14*</p></td><td align="left"><p>1.00</p></td><td align="left" /><td char="." align="char" /></tr><tr><td align="left"><p>4. Burnout</p></td><td align="left"><p>−.29**</p></td><td align="left"><p>.39**</p></td><td align="left"><p>−.20*</p></td><td align="left"><p>1.00</p></td><td char="." align="char" /></tr><tr><td align="left"><p>5. Procrastination</p></td><td align="left"><p>−.27**</p></td><td align="left"><p>.52**</p></td><td align="left"><p>−.21**</p></td><td align="left"><p>.65**</p></td><td char="." align="char"><p>1.00</p></td></tr></tbody></table> </ephtml> </p> <p>**Correlation is significant at the 0.01 level (2−tailed)</p> <hd id="AN0179295314-18">Discussion</hd> <p>The present study aimed at investigating the association among EFL students' academic procrastination, learning approach, burnout, and language achievement. To achieve the goals of the research, the Persian versions of three questionnaires, including Academic Procrastination Scale, Revised Study Process Questionnaire, and Maslach-student burnout inventory, were administered to a sample of EFL university students in the context of Iran.</p> <p>The first research question posed in the present study aimed at examining the relationship between EFL students' academic procrastination and their burnout. The results of the study demonstrated a positive correlation between academic procrastination and burnout. That is, it appears students might delay accomplishing their academic tasks deliberately (Steel, [<reflink idref="bib65" id="ref112">65</reflink>]) since they are emotionally exhausted, depersonalized, or reduced accomplished. This finding corroborates the results of a study conducted by Abdi Zarrin et al. ([<reflink idref="bib1" id="ref113">1</reflink>]) which probed the relationships among students' academic procrastination, their emotional regulation, and academic burnout. They concluded that academic procrastination has significant correlations with the three subscales of burnout. This finding can be also justified via examining the effects of motivation on these two constructs, i.e., procrastination and burnout.</p> <p>Procrastination is considered as a sort of anti-motivation construct (Klassen & Kuzucu, [<reflink idref="bib45" id="ref114">45</reflink>]). Moreover, Ghanizadeh and Jahedizadeh ([<reflink idref="bib35" id="ref115">35</reflink>]) stated that there is a nexus between demotivation and burnout. They concluded that the six de-motivators, including teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest, affected burnout positively and significantly. Consequently, it appears that there might be a positive correlation between procrastination and burnout. In the current research, the results of SEM analysis also revealed that students' procrastination positively predicts their burnout. Furthermore, the highest correlation in our study was observed between students' procrastination and their burnout.</p> <p>The second research question posed in the current study was related to the association between EFL students' academic procrastination and their learning approach. The results revealed a negative correlation between procrastination and deep approach along with a positive relationship between procrastination and surface approach. Students who want to understand and adopt deep strategies for learning through which they relate new information to the previous one (Biggs, [<reflink idref="bib10" id="ref116">10</reflink>]), can perform their tasks with ease and they are less predisposed to academic procrastination. This is due to their strong inclination to regulate their time effectively to acquire extensive knowledge about a subject matter and attain meaningful learning. On the other hand, those students who do not have an intrinsic interest to acquire deep knowledge of a subject and employ surface strategies for learning through which they just learn the most important points and reproduce them by memorization and repetition (Biggs, [<reflink idref="bib10" id="ref117">10</reflink>]), have some difficulties in carrying out their tasks, and they are more susceptible to academic procrastination. This is due to their inclination to resort to rote learning, to absorb the materials in the less possible time.</p> <p>The third research question also aimed at examining the nexus between EFL students' academic procrastination and their language achievement. In the present study, the students' language achievement was measured by their self-reported GPAs. Our proposed model highlighted the indirect and negative impact of procrastination on language achievement. In other words, the students' academic procrastination indirectly and negatively influenced their language achievement via its impact on burnout.</p> <p>This finding corroborates previous studies. In 2021, Madigan and Curran found a negative correlation between students' burnout scores and their academic achievement. Furthermore, the results of the study conducted by Abdi Zarrin et al. ([<reflink idref="bib1" id="ref118">1</reflink>]) demonstrated that the students' academic procrastination influenced their GPAs negatively. Viewed from a common sense standpoint, given that as reported earlier procrastination tends to increase burnout level and considering the well-established fact that burnout is an important cause of academic failure, it is quite plausible that procrastination would deteriorate academic achievement.</p> <p>Another finding of the research was related to the nexus between burnout and their approach to learning. It was observed that burnout negatively predicted deep approach to learning. The results of the present study also demonstrated a positive correlation between burnout and surface approach to learning. These findings corroborate the results of a study conducted by Asikainen et al. ([<reflink idref="bib5" id="ref119">5</reflink>]) which demonstrated a direct relationship between students' learning approaches and their study-related burnout.</p> <hd id="AN0179295314-19">Conclusions</hd> <p>To sum up, the findings of the present study offered the prospect of acquiring a more comprehensive perception of EFL students' procrastination and, accordingly, its effects on their burnout, learning approach, and language learning. Our proposed model and the empirical data indicated the positive relationship among procrastination and burnout, the negative relationship between procrastination and deep approach, and the positive link between procrastination and surface approach. An indirect and negative association between students' procrastination and their GPAs was also demonstrated. In sum, academic procrastination predicts burnout and learning approaches directly. It also predicts language achievement indirectly.</p> <p>Our findings can have principal implications for teachers, educational policy makers, and EFL students. As stated before, the students' academic procrastination has a negative impact on their academic achievement; therefore, it is crucial to find some ways to alleviate academic procrastination. Moreover, earlier researchers claimed that procrastination is a motivational problem (e.g., Fernández Da Lama & Brenlla, [<reflink idref="bib25" id="ref120">25</reflink>]; Senécal et al., [<reflink idref="bib62" id="ref121">62</reflink>]). Consequently, in order to diminish the students' academic procrastination, teachers should re-motivate them for studying and carrying out their academic tasks. To do so, in the first place, teachers are recommended to promote rapport between themselves and their students (as recommended by Ghanizadeh & Jahedizadeh, [<reflink idref="bib35" id="ref122">35</reflink>]) and identify the students' interests and needs and adapt their teaching methods and class environment accordingly. They can also provide challenging learning activities and interesting tasks for the students (as recommended by Ghanizadeh & Royaei, [<reflink idref="bib36" id="ref123">36</reflink>]).</p> <p>Moreover, as discussed before, there is an association between the students' academic procrastination and their learning approaches. Thus, in order to address academic procrastination, both teachers and students should be informed about the negative effects of rote learning and surface strategies. Moreover, the students should be inspired to employ deep learning strategies. For instance, teachers can design some tasks in which the students are required to relate new topic to the previous one or reflect on the presented materials.</p> <p>Nevertheless, the current study was constrained in a number of ways. First, the participants were selected based on availability sampling. Second, the participants of the present study were composed of EFL learners studying at university. Thus, in order to ensure the generalizability of the findings, the study should be replicated with samples from language institutes and official schools in various regions of the country. Third, all variables were measured via questionnaire and through quantitative data. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Interplay among EFL Learners' Academic Procrastination, Learning Approach, Burnout, and Language Achievement
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Fatemeh+Hosseinpour+Kharrazi%22">Fatemeh Hosseinpour Kharrazi</searchLink><br /><searchLink fieldCode="AR" term="%22Afsaneh+Ghanizadeh%22">Afsaneh Ghanizadeh</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1649-1556">0000-0003-1649-1556</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Education+Researcher%22"><i>Asia-Pacific Education Researcher</i></searchLink>. 2024 33(5):1213-1222.
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  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Burnout%22">Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Study+Process+Questionnaire%22">Study Process Questionnaire</searchLink><br /><searchLink fieldCode="SU" term="%22Maslach+Burnout+Inventory%22">Maslach Burnout Inventory</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s40299-023-00791-5
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0119-5646<br />2243-7908
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1437310
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1437310
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s40299-023-00791-5
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 1213
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Burnout
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Iran
        Type: general
      – SubjectFull: Study Process Questionnaire
        Type: general
      – SubjectFull: Maslach Burnout Inventory
        Type: general
    Titles:
      – TitleFull: The Interplay among EFL Learners' Academic Procrastination, Learning Approach, Burnout, and Language Achievement
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Fatemeh Hosseinpour Kharrazi
      – PersonEntity:
          Name:
            NameFull: Afsaneh Ghanizadeh
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0119-5646
            – Type: issn-electronic
              Value: 2243-7908
          Numbering:
            – Type: volume
              Value: 33
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Asia-Pacific Education Researcher
              Type: main
ResultId 1