The mediating role of stress in the relationship between problem-solving skills and academic burnout

The purpose of this study was to determine the mediating role of stress in relation to problem-solving skills and academic burnout. The present research method was based on correlation. For this purpose, 330 students of the social and behavioral sciences faculties of Tehran University were selected in the academic year 2020-2021 using available sampling. Data were collected using academic burnout questionnaires (ABQ-2002), problem-solving questionnaires (PSQ-1982), and Sale Stress Perceived (SSP-1983). In order to analyze the data, correlation and structural equation modeling were done. The results of the research show that the direct effect of problem-solving skills on stress and academic burnout is significant at the level of (P<0.001). Also, the direct effect of stress on academic burnout is significant, which shows that with increasing stress, the amount of academic burnout also increases. Therefore, the model has a favorable fit, according to which it can be said that problem-solving skills can reduce academic burnout by mediating stress (reducing stress through problem-solving skills). Based on this, it can be said that with increasing stress in students, their problem-solving skills decrease, and academic burnout increases.