The predictive Role of Social Adjustment, Academic Procrastination and Academic Hope in the High School Students’ Academic Burnout

Article history: Received date: 28 June, 2016 Review date: 15 July 2016 Accepted date:24 July 2016 Printed online:1 September Purpose: The aim of the current study was to predict the high school students' academic burnout based on social adjustment, academic procrastination and academic hope. Materials and method: Current research method was descriptive and correlational. The study population included all high school students of the state female high schools of Bojnourd. 350 students were selected as a sample employing multi-cluster sampling method. In order to collect data, social adjustment inventory, assessment scale of procrastination (PAS), academic hope and academic Burnout questionnaire were employed. Stepwise regression analysis was employed for data analysis. Findings: The results showed statistically significant Correlations between burnout scores with social adjustment, academic procrastination and academic hope scores. Also Stepwise regression analysis revealed that students’ burnout could be predicted by social adjustment, academic procrastination and academic hope. Discussion: Based on hope theories, the main reasons of academic procrastination and academic burn out were factors such as social adjustment and academic hope. Students who procrastinate and experience burn out because of hate toward doing the assignment tend to postpone it and thus have low hope and social adjustment because they are incapable of doing their assignments.