Background & purpose The aim of this study was to investigate the relationship between self-efficacy and responsibility with academic burnout in students.
Method: This is a correlational study. The statistical population of this study included all students in the second year of primary school (fourth, fifth and sixth grade) in Gorgan in the academic year 1403-1404, which was 18,387 people (9,292 boys and 9,095 girls). Considering the size of the statistical population and using the Krejci and Morgan table, the sample size was estimated to be 380 people, who were selected using a cluster method. In this study, the general self-efficacy questionnaires of Scherer and Maddox (1982), the responsibility subscale of the California Psychological Questionnaire (1984) and the Maslach MBI(SS) (1997) academic burnout questionnaire were used to collect data. In order to analyze the data, the mean and standard deviation were used, and in the inferential statistics section, the Pearson correlation coefficient was used, and the t-test was used to compare variables between two independent groups.
Results: There is a significant relationship between self-efficacy and responsibility and students' academic burnout (p<0.01), and self-efficacy and responsibility can predict students' academic burnout.
Conclusion: Given the significant relationship between self-efficacy and responsibility and students' academic burnout, planning to reduce their academic burnout through self-efficacy and responsibility training programs seems effective.