The Relationship Between Academic Procrastination and Academic Vitality with Academic Burnout in Students: The Mediating Role of Academic Self-Regulation

This study aimed to investigate the relationship between academic procrastination, academic vitality, and academic burnout among high school students, with the mediating role of academic self-regulation. The research method was descriptive, correlational, and based on structural equation modeling (SEM). In this study, the statistical population consisted of all male 10th-grade students an Urmia city high schools in the academic year 2023-2024. Among these, 420 were selected as the research sample using cluster sampling. The study population included all tenth-grade male students in Urmia City, Iran. A total of 420 students were selected using multistage cluster sampling. Data were collected using four self-report questionnaires: the Academic Burnout Scale (ABS), Academic Self-Regulation Questionnaire (ASRQ), Academic Vitality Scale (AVS) (Dehghani-zadeh & Hosseini Chari, 2012), and Academic Procrastination Scale (APS). The results indicated a significant positive relationship between academic procrastination and academic burnout (p<0.05). Additionally, there was a significant negative relationship between academic vitality and academic burnout (p<0.05). Furthermore, the results showed that academic self-regulation mediated the relationship between academic procrastination and academic burnout, as well as between academic vitality and academic burnout (p<0.05). Based on these findings, it can be concluded that academic self-regulation is an important factor that should be considered in the relationship between academic procrastination, vitality, and burnout. Students with low academic self-regulation are more likely to experience academic burnout because of high academic procrastination and low academic vitality.