The Predictive Ability of Perfectionism and Test Anxiety in Academic Burnout among Yarmouk University Students

Abstract

Abstract

The study aimed to revealing causal relationships between perfectionism, test anxiety, academic procrastination, and academic burnout among Yarmouk University students using a proposed causal model based on a theoretical framework. The study sample consisted of (847) male and female students at Yarmouk University after excluding the unmatched cases. The following instruments were used: The Frost Multidimensional Perfectionism Scale (Frost et al., 1990), the Spielberger Test Anxiety Inventory (Spielberger, 1980), Abu Ghazaleh's Academic Procrastination Scale (2012), and the Reis et al. Academic Burnout Scale (2015). All instruments showed satisfactory validity and reliability coefficients for the purposes of this study.

The results showed that the dimensions of perfectionism (concern about mistakes, parental expectations, organization, personal standards), test anxiety, and academic procrastination explained 11% of the variance in academic burnout. The dimensions of perfectionism (concern about mistakes, parental expectations, organization, personal standards) explained 26% of the variance in test anxiety, while the dimensions of perfectionism (organization, personal standards) and test anxiety explained 12% of the variance in academic procrastination. The results also indicated four direct relationships between each dimension of perfectionism (concern about mistakes, parental expectations, organization, and personal standards) and academic burnout as a whole. All of these relationships were statistically significant and positive, except for the relationship between (organization and personal standards) and academic burnout. The results of the study also showed a direct relationship between the dimensions of perfectionism (concern about mistakes, parental expectations, organization, and personal standards) and test anxiety. All of these relationships were statistically significant and positive, except for organization, which had a negative effect. There was a direct positive effect of academic procrastination on academic burnout, and a direct positive effect of test anxiety on academic burnout.

There was a partial positive mediating effect, statistically significant, in the relationship between each dimension of perfectionism (concern about mistakes, parental expectations, personal standards) and academic burnout as a whole, through the dimension of test anxiety. All of these effects were positive, except for the relationship between the dimension of organization and academic burnout as a whole, through the dimension of test anxiety, which was negative.

Keywords: Perfectionism, Test Anxiety, Academic Procrastination, Academic Burnout