The Mediating Role of Psychological Well-Being in the Relationship Between Psychological Capital and Academic Burnout Among Psychology Students at Islamic Azad Universities in Tehran

Abstract

Purpose: The university academic period is stressful due to the presence of numerous factors, and since the prevalence of academic burnout in educational centers is increasing, attention to the factors influencing academic burnout is of particular importance. This study aimed to investigate the mediating role of psychological well-being in the relationship between psychological capital and academic burnout among psychology students at Islamic Azad Universities in Tehran during the 2023-2024 academic year.   Methodology: This descriptive-correlational study's statistical population included all psychology students at Islamic Azad Universities in Tehran during the 2023-2024 academic year. The sample size was 220 students, selected through convenience sampling. The primary data of this study were obtained using the Ryff Psychological Well-Being Questionnaire (1989), the Luthans and Avolio Psychological Capital Questionnaire (2007), and the Bresó et al. Academic Burnout Questionnaire (1997). Descriptive statistics and inferential statistics (structural equation modeling) were used to analyze the data.   Findings: The results showed a significant negative relationship between psychological capital and academic burnout among psychology students at Islamic Azad Universities in Tehran. Additionally, the results indicated that psychological well-being plays a mediating role in the relationship between psychological capital and academic burnout.   Conclusion: The findings of this study underscore the importance of psychological well-being as a mediating factor in the relationship between psychological capital and academic burnout. This suggests that enhancing psychological well-being could potentially mitigate academic burnout among students.