Document Type : Scientific - Research
Authors
1 faculty memeber
2 university of tabriz
Abstract
The present study was conducted to predict the variables of academic burnout and academic procrastination of engineering students based on the variables of critical thinking and entrepreneurial spirit. The research method was descriptive and correlational. The statistical population of the study was all undergraduate and engineering students of Tabriz University who were selected as a sample by one-stage cluster sampling method using Morgan table (311 girls and 197 boys). Data were collected using the Ricketts Critical Thinking Questionnaire, Bahramzadeh et al.’s entrepreneurial spirit, Berso et al.’s academic burnout, and riding academic procrastination. Data were analyzed using one-way t-test, one-way analysis of variance (ANOVA), Pearson correlation coefficients and multiple regression analysis. The results showed that the rate of variables of critical thinking and entrepreneurial spirit is above average and the rate of variables of burnout and academic procrastination is lower than average. Also, the critical thinking variable with beta coefficient (B=-0.20) negatively predicts academic procrastination variable 0.14 and with beta coefficient (B= -0.30) predicts academic burnout variable 0.22 but predicts entrepreneurial spirit is significant. is not. In general, the results showed that the critical thinking variable has a significant role in predicting burnout and academic procrastination of technical and engineering students.
Keywords
Ajma Akrami, A., Rezaei, T., & Bayani, A. (2015). Investigating the relationship between job hope and academic motivation with burnout. Journal of Knowledge and Health, 1 (10): 50-44. [In Persian].
Alaei, B., & Fathi Azar, E. (2013). Predicting the academic performance of Tabriz University students based on critical thinking attitudes and cognitive learning methods. New Educational Approaches, 8 (1): 104-89. [In Persian].
Almodova-Gonzalez, M., Fernandez-Portillo, A., & Diaz-Casero, J. (2020). Entrepreneurial activity & academic growth. A multi-country analysis. European Research on Management & Business economics, 26:9-17.
Amani, M. (2016). Investigating the relationship between curriculum orientations and students’ academic life and entrepreneeieurial spirit. Master’s Thesis in Curriculum Planning, University of Tabriz. [In Persian].
Aminai Chatroudi, H., & Mirzaei, M. (2017). Relationship between general self-efficacy, critical thinking and academic procrastination among students of the Faculty of Mathematics, Shahid Bahonar University of Kerman. The Second International Conference on Psychology, Educational and Behavioral Sciences, Tehran. [In Persian].
Andrews, R. (2015). Critical thinking and/ or argumentation in higher education. I M.Davies, & R.Barnelt (Eds). The Palgrave handbook of critical thinking in higher education (pp.49-62). London: Palgrave Macmillan.
Ansarian, Z. (2013). The relationship between quality of life and academic burnout in educational management students of Islamic Azad University, M.Sc. Thesis, Islamic Azad University, Tehran Branch, Central Branch. [In Persian].
Asikainen, H., Salmela-Aro, K., Parpala, A., & Katajavuori. N. (2020). Learning profiles and their relation to study- related burnout and academic achievement among university students. Learning & Individual Differences, 78:1-7. http://doi.org/10.1016/j.lindif.2019.101781.
Azizi Abar Qoi, M. (2010). Relationship between self-efficacy and quality of learning experiences with burnout of graduate students of Allameh Tabatabai University of Tehran. Master Thesis. [In Persian].
Bahramzade, M., Bavarsad, B., & Jafarpor, M. (2009). Assosing the role of organizational climate in the entrepreneurial spirit of Ahwaz students. Chamran Educational Sciences, 17(6): 1-10. [In Persian].
Bayani, A.A, Bayani, A., & Rajabi, A. (2016). The Relationship between academic burnout, psychological capital and employment hope with mental health in sStudents: A path analysis. Health Promotion Management, 6 (1): 46-40. [In Persian].
Bezanilla, M.J., Nogueira, D.F., Poblete, M., & Domingues, H.G. (2019). Methodologies for teaching- learning critical thinking in higher education: the teachers view. Thinking Skills and Creativity, 33:1-10. http://doiorg/10.1016/j.tsc.2019.100584.
Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J.T., Gomez-Romero, M.J., & Tomas-Sabado, J. (2020). Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students. Enfermeria Clinica, 1043:1-6. http://doi.org/10.1016/j.enfcli.2019.07.012.
Byrnes, J. P., & Dunbar, K. N. (2014). The nature and development of critical-analytic thinking. Educational Psychology Review, 26(4), 477-493.
Chang, E., Lee, A., Byeon. E., Seong, H., & Lee, S.M. (2016). The mediating effect of motivational types in the relationship between perfectionism and academic burnout, Personality & Individual Differences, 89:202-210.
D’Alessio, A.F., Avolio, B.E., & Charles, V. (2019). Studying the impact of critical thinking on the academic performance of executive MBA student’s. Thinking Skills & Creativity, 31:275-283. http://doi.org/10.1016/j.tsc.2019.02.002.
El Sofi, N., &See, B.H. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Education Evaluation, 60:140-162. http://doi.org/10.1016/j.stueduc.2018.12.006.
Faghanpour, S., Nokjouri, Sh., & Seydan, A. (2018). The relationship between academic self-regulation and reflective thinking with academic burnout of mazandaran university students., Fifth International Conference on Psychology of Educational Sciences and Lifestyle, 26-28. [In Persian].
Frese, M., & Gielink, M.M. (2014). The psychology of entrepreneurship. Annual Review of Organizational Psychology & Organizational Behavior, 1:413-438.
Ghaemi, M. (2009). Life skills. Young Witness, 413: 17-8. [In Persian].
Giannet, L., & Simonov, N. (2003). Learning together: national differences in entrepreneurship.D.L. Sexton & H.Landstorm (Eds), 525.Oxford: Blackweel.
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring different types of academic delayers: A latent profile analysis. Learning & Individual Differences, 23:225-233. http://doi.org/10.16/j.lindif.2012.09.014.
Gurol, Y., & Atsan, N. (2006). Entrepreneurial characteristics among university students: some insights for entrepreneurship education & training in turkey. Education & Training, 48(1):25-38.
Gustavson, D.E, & Miyake, A. (2017). Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learning & Individual Differences, 54:160-172. http://dx.doi.org/10.1016/j.lindif.2017.01.010.
Halpern DF. (2002). Thought and knowledge: An introduction to critical thinking. 4th ed. Mahwah, NJ: Lawrence Erlbaum Associates.
Herrmann, J., Koeppen, K., & Kesseles, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self- worth perspective. Learning and Individual Differences, 69:150-161. http://doi.org/10.1016/j.lindif.2018.11.011
Hesser, J.E., (1998). Rhode island adolescence substance abuse, rhode island Department of Health: Office of Health Statistical, ORC Macro.
Hosseini Largani, S. (2020). Academic factors affecting student’s burnout: A comparative study of engineering students and other students of Iran’s higher education system. Iranian Journal of Engineering Education, 21(84), 31-51. [In Persian].
Hosseini. M., & Azizi, B. (2007). Investigating factors afeecting the development of entrepreneurial characteristics among 4th year B.S.students of Karaj agricultural college, Jornal of Agricultural Sciences, 2892):241-251. [In Persian].
Klassen, R.M., Krawchuk, L., & Rajani, L. (2008). Academic procrastination of undergraduates: low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 23:915-931.
Klingsieck, K.B., Grund, A., Schmit, S., & Fries, S. (2013). Why students procrastinate: A qualitative approach. Journal of College Student Development, 54:397-412. http://doi.org/10.1353/ced.2013.0060.
Marzooqi, R., Heydari, M., & Heydari, E. (2013). Investigating the relationship between educational justice and academic burnout of students of the University of Social Welfare and Rehabilitation Sciences, Studies and Development of Medical Education, 10 (3): 216-210. [In Persian].
Naami.A.A.Z. (2009). Relationship between quality of learning experiences and academic burnout in graduate students of Shahid Chamran University, Psychological Studies, 5(3):117-134. [In Persian].
Pakmehr, H., Mirdorghi, F., Ghanayi, A., & Karami, M. (2013). Validation and factor analsis of the ritex critical thinking tendency scale. Quarterly Journal of Educational Measurement, 4(11):1-12. [In Persian].
Pao, N.C., & Wei, F.C. (2008). Exploratory study of the relationship between self-directed learning and academic performance in a web-based learning environment, online Journal of Distance Learning Administration. http://www.westga.edu/distance/ojdla/spring111/chou111.thml.
Park, S.W., & Sperling, R.A. (2010). Academic procrastinators and their self-regulation. Psychology, 3(1):12-23.
Phan, HP. (2010). Critical thinking as a self-regulatory process component in teaching and learning, Psicothema, 22(2):284-292.
Polas, R., Maricutoiu, L.P., & Costea, I. (2019). Relations between academic performance, student engagement and student burnout: A cross- lagged analysis of a two-wave study. Studies in Educational Evaluation, 60:199-204.
Rababa, M., & Masha’al, D. (2020). Using branching path simulations in critical thinking of pain management among nursing students: Experimental study. Nurse Education Today, 86:1-7. http://doi.org/10.1016/j.nedt.2019.104323.
Rahmati, Z. (2015). The study of academic burnout in students with high & low level of self-efficacy. Social & Behavioral Sciences, 171:49-55. [In Persian].
Rasmussena, E.A., & Sorheim, R. (2006). Action entrepreneurship education, Technouation, 26:185-194.
Rastjoo, S., Sepehr, H., & Zandvanian, A. (2016). Critical thinking dispositions and relationship: Academic performances among master’s degree students at Yazd University. Higher Education Letter, 9(34), 171-189. [In Persian].
Savari, K. (2013). The simple & multiple relationship of mastery & performance goals with academic procrastination. Social Cognition, 2(1):44-51. [In Persian].
Seif, A. (2012). Modern educational psychology: Psychology of learning and education, Tehran: Doran Publications. [In Persian].
Sepehrian, F., & Hosseinzadeh, M. (2011). Structural pattern analysis of the relationship between coping styles and academic procrastination in students. New Educational Thoughts, 7 (4): 93-77. [In Persian].
Shahrokhi, M. (2012). Investigating the relationship and exam anxiety with students’ Academic Procrastination. Master Thesis of Tarbiat Dabir Shahid Rajaei University. [In Persian].
Shaykh al-Islami, A., Karimianpour, G., & Weiss, R. (2015). Predicting academic burnout based on the quality of academic life and employment hope in students. Educational Psychology, 12 (39): 43-25. [In Persian].
Sokolowska, J. (2009). Behavioral, cognitive, affective, and motivational dimensions of academic procrastination among community college students: A Q methodology approach. (Doctoral Dissertation). University of New York. USA.
Sontos-Meneses, L.J. (2020). Critical thinking perspectives across contexts and curricula: Dominant, neglected, and complementing dimensions. Thinking Skills & Creativity, 35:1-14. http://doi.org/10.1016/j.tsc.2019.100610.
Stupnisky, R.H., Renaud, R.D., Daniels, L.M., Haynes, T.L., & Perry, R.P. (2008). The interrelation of first year college students’ critical thinking disposition, perceived academic control, and academic achievement. Research in Higher Education, 49, 513-530.
Taghizadeh, H., & Valipour, Z. (2013). A study of entrepreneurial characterristics among the students of technical and engineering faculties of Uremia University. Productivity Management, 6(23), 95-109. [In Persian].
Tsui, L. (2002). Fostering critical thinking through effective pedagogy. The Journal of Higher Education, 73(6):740-763.
Xingjian, W., Liu, x., & Jian, S. (2019). How does the entrepreneurship education influence the student’s innovation? Testing on the multiple mediation model. Frontiers in psychology. 10:1-10. http://doi.org110.3389/fpsyg.2019.01557.Yasminejad, P., Seif, A., & Golmohammadian, M. (2011). The effect of life skills training on reducing procrastination and increasing academic achievement of female students. Clinical Psychology and Personality, 3 (5): 36-25. [In Persian].
Yazici. H., & Bulut, R. (2015). Investigation into academic procrastination of teacher candidates social studies with regard to their personality traits. Procardia-social & Behavioral Sciences, 174: 2270-2277.
Zhang, S-N., Li, Y-Q., Liu, C-H., & Ruan, W-Q. (2020). Critical factors identification and prediction of tourism & hospitality students entrepreneurial intention. Journal of Hospitality Leisure, Sport & Tourism Education, 26:1-8. http://doi.Org/10.1016/j.jhlste.2019.100234.
Alaei, B., & Fathi Azar, E. (2013). Predicting the academic performance of Tabriz University students based on critical thinking attitudes and cognitive learning methods. New Educational Approaches, 8 (1): 104-89. [In Persian].
Almodova-Gonzalez, M., Fernandez-Portillo, A., & Diaz-Casero, J. (2020). Entrepreneurial activity & academic growth. A multi-country analysis. European Research on Management & Business economics, 26:9-17.
Amani, M. (2016). Investigating the relationship between curriculum orientations and students’ academic life and entrepreneeieurial spirit. Master’s Thesis in Curriculum Planning, University of Tabriz. [In Persian].
Aminai Chatroudi, H., & Mirzaei, M. (2017). Relationship between general self-efficacy, critical thinking and academic procrastination among students of the Faculty of Mathematics, Shahid Bahonar University of Kerman. The Second International Conference on Psychology, Educational and Behavioral Sciences, Tehran. [In Persian].
Andrews, R. (2015). Critical thinking and/ or argumentation in higher education. I M.Davies, & R.Barnelt (Eds). The Palgrave handbook of critical thinking in higher education (pp.49-62). London: Palgrave Macmillan.
Ansarian, Z. (2013). The relationship between quality of life and academic burnout in educational management students of Islamic Azad University, M.Sc. Thesis, Islamic Azad University, Tehran Branch, Central Branch. [In Persian].
Asikainen, H., Salmela-Aro, K., Parpala, A., & Katajavuori. N. (2020). Learning profiles and their relation to study- related burnout and academic achievement among university students. Learning & Individual Differences, 78:1-7. http://doi.org/10.1016/j.lindif.2019.101781.
Azizi Abar Qoi, M. (2010). Relationship between self-efficacy and quality of learning experiences with burnout of graduate students of Allameh Tabatabai University of Tehran. Master Thesis. [In Persian].
Bahramzade, M., Bavarsad, B., & Jafarpor, M. (2009). Assosing the role of organizational climate in the entrepreneurial spirit of Ahwaz students. Chamran Educational Sciences, 17(6): 1-10. [In Persian].
Bayani, A.A, Bayani, A., & Rajabi, A. (2016). The Relationship between academic burnout, psychological capital and employment hope with mental health in sStudents: A path analysis. Health Promotion Management, 6 (1): 46-40. [In Persian].
Bezanilla, M.J., Nogueira, D.F., Poblete, M., & Domingues, H.G. (2019). Methodologies for teaching- learning critical thinking in higher education: the teachers view. Thinking Skills and Creativity, 33:1-10. http://doiorg/10.1016/j.tsc.2019.100584.
Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J.T., Gomez-Romero, M.J., & Tomas-Sabado, J. (2020). Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students. Enfermeria Clinica, 1043:1-6. http://doi.org/10.1016/j.enfcli.2019.07.012.
Byrnes, J. P., & Dunbar, K. N. (2014). The nature and development of critical-analytic thinking. Educational Psychology Review, 26(4), 477-493.
Chang, E., Lee, A., Byeon. E., Seong, H., & Lee, S.M. (2016). The mediating effect of motivational types in the relationship between perfectionism and academic burnout, Personality & Individual Differences, 89:202-210.
D’Alessio, A.F., Avolio, B.E., & Charles, V. (2019). Studying the impact of critical thinking on the academic performance of executive MBA student’s. Thinking Skills & Creativity, 31:275-283. http://doi.org/10.1016/j.tsc.2019.02.002.
El Sofi, N., &See, B.H. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Education Evaluation, 60:140-162. http://doi.org/10.1016/j.stueduc.2018.12.006.
Faghanpour, S., Nokjouri, Sh., & Seydan, A. (2018). The relationship between academic self-regulation and reflective thinking with academic burnout of mazandaran university students., Fifth International Conference on Psychology of Educational Sciences and Lifestyle, 26-28. [In Persian].
Frese, M., & Gielink, M.M. (2014). The psychology of entrepreneurship. Annual Review of Organizational Psychology & Organizational Behavior, 1:413-438.
Ghaemi, M. (2009). Life skills. Young Witness, 413: 17-8. [In Persian].
Giannet, L., & Simonov, N. (2003). Learning together: national differences in entrepreneurship.D.L. Sexton & H.Landstorm (Eds), 525.Oxford: Blackweel.
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring different types of academic delayers: A latent profile analysis. Learning & Individual Differences, 23:225-233. http://doi.org/10.16/j.lindif.2012.09.014.
Gurol, Y., & Atsan, N. (2006). Entrepreneurial characteristics among university students: some insights for entrepreneurship education & training in turkey. Education & Training, 48(1):25-38.
Gustavson, D.E, & Miyake, A. (2017). Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learning & Individual Differences, 54:160-172. http://dx.doi.org/10.1016/j.lindif.2017.01.010.
Halpern DF. (2002). Thought and knowledge: An introduction to critical thinking. 4th ed. Mahwah, NJ: Lawrence Erlbaum Associates.
Herrmann, J., Koeppen, K., & Kesseles, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self- worth perspective. Learning and Individual Differences, 69:150-161. http://doi.org/10.1016/j.lindif.2018.11.011
Hesser, J.E., (1998). Rhode island adolescence substance abuse, rhode island Department of Health: Office of Health Statistical, ORC Macro.
Hosseini Largani, S. (2020). Academic factors affecting student’s burnout: A comparative study of engineering students and other students of Iran’s higher education system. Iranian Journal of Engineering Education, 21(84), 31-51. [In Persian].
Hosseini. M., & Azizi, B. (2007). Investigating factors afeecting the development of entrepreneurial characteristics among 4th year B.S.students of Karaj agricultural college, Jornal of Agricultural Sciences, 2892):241-251. [In Persian].
Klassen, R.M., Krawchuk, L., & Rajani, L. (2008). Academic procrastination of undergraduates: low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 23:915-931.
Klingsieck, K.B., Grund, A., Schmit, S., & Fries, S. (2013). Why students procrastinate: A qualitative approach. Journal of College Student Development, 54:397-412. http://doi.org/10.1353/ced.2013.0060.
Marzooqi, R., Heydari, M., & Heydari, E. (2013). Investigating the relationship between educational justice and academic burnout of students of the University of Social Welfare and Rehabilitation Sciences, Studies and Development of Medical Education, 10 (3): 216-210. [In Persian].
Naami.A.A.Z. (2009). Relationship between quality of learning experiences and academic burnout in graduate students of Shahid Chamran University, Psychological Studies, 5(3):117-134. [In Persian].
Pakmehr, H., Mirdorghi, F., Ghanayi, A., & Karami, M. (2013). Validation and factor analsis of the ritex critical thinking tendency scale. Quarterly Journal of Educational Measurement, 4(11):1-12. [In Persian].
Pao, N.C., & Wei, F.C. (2008). Exploratory study of the relationship between self-directed learning and academic performance in a web-based learning environment, online Journal of Distance Learning Administration. http://www.westga.edu/distance/ojdla/spring111/chou111.thml.
Park, S.W., & Sperling, R.A. (2010). Academic procrastinators and their self-regulation. Psychology, 3(1):12-23.
Phan, HP. (2010). Critical thinking as a self-regulatory process component in teaching and learning, Psicothema, 22(2):284-292.
Polas, R., Maricutoiu, L.P., & Costea, I. (2019). Relations between academic performance, student engagement and student burnout: A cross- lagged analysis of a two-wave study. Studies in Educational Evaluation, 60:199-204.
Rababa, M., & Masha’al, D. (2020). Using branching path simulations in critical thinking of pain management among nursing students: Experimental study. Nurse Education Today, 86:1-7. http://doi.org/10.1016/j.nedt.2019.104323.
Rahmati, Z. (2015). The study of academic burnout in students with high & low level of self-efficacy. Social & Behavioral Sciences, 171:49-55. [In Persian].
Rasmussena, E.A., & Sorheim, R. (2006). Action entrepreneurship education, Technouation, 26:185-194.
Rastjoo, S., Sepehr, H., & Zandvanian, A. (2016). Critical thinking dispositions and relationship: Academic performances among master’s degree students at Yazd University. Higher Education Letter, 9(34), 171-189. [In Persian].
Savari, K. (2013). The simple & multiple relationship of mastery & performance goals with academic procrastination. Social Cognition, 2(1):44-51. [In Persian].
Seif, A. (2012). Modern educational psychology: Psychology of learning and education, Tehran: Doran Publications. [In Persian].
Sepehrian, F., & Hosseinzadeh, M. (2011). Structural pattern analysis of the relationship between coping styles and academic procrastination in students. New Educational Thoughts, 7 (4): 93-77. [In Persian].
Shahrokhi, M. (2012). Investigating the relationship and exam anxiety with students’ Academic Procrastination. Master Thesis of Tarbiat Dabir Shahid Rajaei University. [In Persian].
Shaykh al-Islami, A., Karimianpour, G., & Weiss, R. (2015). Predicting academic burnout based on the quality of academic life and employment hope in students. Educational Psychology, 12 (39): 43-25. [In Persian].
Sokolowska, J. (2009). Behavioral, cognitive, affective, and motivational dimensions of academic procrastination among community college students: A Q methodology approach. (Doctoral Dissertation). University of New York. USA.
Sontos-Meneses, L.J. (2020). Critical thinking perspectives across contexts and curricula: Dominant, neglected, and complementing dimensions. Thinking Skills & Creativity, 35:1-14. http://doi.org/10.1016/j.tsc.2019.100610.
Stupnisky, R.H., Renaud, R.D., Daniels, L.M., Haynes, T.L., & Perry, R.P. (2008). The interrelation of first year college students’ critical thinking disposition, perceived academic control, and academic achievement. Research in Higher Education, 49, 513-530.
Taghizadeh, H., & Valipour, Z. (2013). A study of entrepreneurial characterristics among the students of technical and engineering faculties of Uremia University. Productivity Management, 6(23), 95-109. [In Persian].
Tsui, L. (2002). Fostering critical thinking through effective pedagogy. The Journal of Higher Education, 73(6):740-763.
Xingjian, W., Liu, x., & Jian, S. (2019). How does the entrepreneurship education influence the student’s innovation? Testing on the multiple mediation model. Frontiers in psychology. 10:1-10. http://doi.org110.3389/fpsyg.2019.01557.Yasminejad, P., Seif, A., & Golmohammadian, M. (2011). The effect of life skills training on reducing procrastination and increasing academic achievement of female students. Clinical Psychology and Personality, 3 (5): 36-25. [In Persian].
Yazici. H., & Bulut, R. (2015). Investigation into academic procrastination of teacher candidates social studies with regard to their personality traits. Procardia-social & Behavioral Sciences, 174: 2270-2277.
Zhang, S-N., Li, Y-Q., Liu, C-H., & Ruan, W-Q. (2020). Critical factors identification and prediction of tourism & hospitality students entrepreneurial intention. Journal of Hospitality Leisure, Sport & Tourism Education, 26:1-8. http://doi.Org/10.1016/j.jhlste.2019.100234.
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