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http://dx.doi.org/10.5762/KAIS.2013.14.11.5455

The Influence of Regulatory Focus, Self-regulated Learning and Academic Burnout on Academic Achievement  

Jung, Eun-Sun (Division of Liberal Arts and Teaching Profession, Halla University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.14, no.11, 2013 , pp. 5455-5464 More about this Journal
Abstract
The purpose of the present study was to investigate the role of self-regulated learning and academic burnout on the relationship between regulatory focus and academic achievement. The participants of this study were 312 university students and analyses for this study was conducted by using PASW 18.0 and Amos 8.0. The major achievements were as follows; Self-regulated learning confirmed mediating variable between regulatory focus and academic burnout, and academic burnout confirmed mediating variable between self-regulated learning and academic achievement. That is, regulatory focus had some effect on academic achievement through academic burnout based on self-regulatory learning. Finally, the needs of development about the counseling and the education approaches as a special intervention was discussed, and that approaches were reflected self-regulated learning to be improved and academic burnout to be reduced. Also, limitations and implications of subsequent further study were suggested in this research.
Keywords
Academic achievement; Academic burnout; Regulatory focus(promotion, prevention); self-regulated learning;
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