الاحتراق الأكادیمی وعلاقته بالتشوهات المعرفیة لدى طلبة الجامعة

Abstract

The research aimed to explore the relationship between academic burnout and cognitive distortions, and the relationship between academic burnout and types of cognitive distortions, and the contribution of cognitive distortions in predicting academic burnout among university students. Descriptive method was followed for its suitability to the objectives of the study. The research sample consisted of (205) male and female students at the Faculty of Education, Fayoum University (28 males and 177 females), age ranged between (18-22), with mean age (20.14) years, (SD= 1.492). Academic Burnout Scale (by the researchers), and the Cognitive Distortion Scale (Ahmed Haroun, 2017) were used. The search results revealed that there is a statistically significant positive relationship between cognitive distortions and academic burnout at the level of significance (0.01). and cognitive distortions contribute in explaining (13.4%) of academic burnout variance, It was found that the two types of cognitive distortions (exaggerating goals, standards, and levels of performance, and generalizing ideas of failure) are able to predict academic burnout among university students. furthermore, they explained (29.4%) of academic burnout among university students, While the type of (self-blame and self-flagellation) did not reach the level of significance, and the effect of the type of generalization of ideas of failure had a higher impact on the level of academic burnout, then the type of exaggeration in goals, standards, and levels of performance.