The Mediating Role of Engagement in the Relationship between Buoyancy and Burnout among Iranian EFL Learners

Academic buoyancy, engagement, and burnout are understood to be of paramount significance in student learning and achievement. Yet, their simultaneous interplay and in particular the mediating role of engagement in the relationship between academic buoyancy and burnout have remained untouched in both mainstream education and the context of language teaching. The present study thus aimed to explore whether academic buoyancy significantly impacted engagement and academic burnout and whether engagement affected academic burnout among Iranian EFL learners. It also investigated the potential mediating role of engagement in the relationship between academic buoyancy and academic burnout. To these ends, ۳۸۴ Iranian advanced EFL learners selected from private language institutes in the cities of Shiraz and Bushehr, Iran based on the convenience sampling method were administered three self-report questionnaires on academic buoyancy, engagement, and burnout. The structural equation modeling (SEM) approach was adopted to test the hypothesized model. Results of the path analyses revealed that academic buoyancy significantly and positively impacted engagement and negatively affected academic burnout. Also, engagement was found to have a significant negative effect on burnout and partially mediated the relationship between academic buoyancy and burnout. The findings carry significant and applied implications for researchers and educators seeking to harness buoyancy, engagement, and burnout concepts in educational settings

کلیدواژه ها:

Academic Buoyancy ، Burnout ، EFL learners ، Engagement ، SEM