دانشجویان و اساتید دانشگاه فرهنگیان

Since the introduction of the term burnout by Freudenberger (1974), it has been subjected to research in different domains. Initially, the focus of burnout research was on the role of work characteristics in different human service professions because the traditiona view of burnout used to consider burnout as occurring only in human service professions (Chan, 2006). Later, the concept of burnout was extended to include other jobs (Schaufeli, Leiter, & Maslach, 2009). It was considered as achronic psychological condition occurring due to the extreme amount of stress in the work situation, in general (Maslach et al., 1996). Later, Schaufeli et al. (2002) claimed that burnout might have some effects on students in the academic settings. In line with this, Jacobs and Dodd (2003) stated that students are not seen as workers from the psychological perspective; however, various activities are assigned to hem. These activities can be regarded as work, which make students susceptible to burnout.

Since the introduction of the concept of burnout, several studies have been done to investigate sources of burnout among students. Forinstance, Moneta (2011) explored the relationship between the need for achievement (students’ tendency to succeed in difficult tasks in competition with their peers) and burnout in a sample of 226 university students in London. The resultsrevealed that the students’ need for achievement was negatively correlated with the emotional exhaustion and cynicism and positively associated with the professional efficacy. He pLroposed the need for achievement as one of the academic factors that might result in burnout among students. Also Pilkauskaite-Valickienea, Zukauskienea, and Raiziene (2011) in a cluster analytic approach,investigated the causes of burnout in a sample of 1741 students from five high schools in the Lithuania, an administrative region of Klaipeda. According to the results, school’s atmosphere, students’ attachment to school, and open classroom climate for discussion were among the factors that mainly resulted in burnout among high school students. Based upon this finding, Pilkauskaite-Valickienea et al. (2011) suggested the development of positive attachment and opportunity for democratic discussion as strategies for preventing burnout. In another study, Salmela-Aro, Kiuru, Pietikïnen, and Jokela (2008) reported negative school climate and negative motivation received from teachers as the factors contributing to burnout among high school students.Moreover, several studies explored the individual-related causes of burnout among students. For example, Capri, Ozkendir, Ozkurt, and Karakus (2012), in a correlational study, explored the relationship between students’ general self-efficacy, life satisfaction, and burnout among 354 students from Mersin University. The results showed that students’ self-efficacy was positively correlated with life satisfaction and professional efficacy. Life satisfaction was also found to be the best predictor of burnout. Besides, Sulea, Van Beek, Sarbescu, Virga, and Schaufeli (2015), in a study of 255 Romanian economic and social science university students, examined the relationship between burnout, personality, and basic need satisfaction. The results showed that three personality traits (i.e., neuroticism, agreeableness, and extraversion) were rLelated to the experience of different levels of burnout among students. ALlso, the fulfillment of psychological need was negatively correlated with (the) emotional exhaustion. As mentioned by Aypay (2011), feeling of inadequacy and lack of interest could be the other sources of burnout among students. However, quite a few studies have been conducted on this topic in EFL contexts. In a study on 147 English language teachers from Mashhad’s private schools, Pishghadam and Sahebjam (2012) investigated the association between burnout and personality types. The results revealed significant relationships between burnout dimensions and personality types. Besides, extroversion, agreeableness, and conscientious were found to be the best predictors of the emotional exhaustion, depersonalization, and personal accomplishmen.