Transactions on Data Analysis in Social Science

Transactions on Data Analysis in Social Science

The Mediating Role of Effort-Reward Imbalance in The Relationship Between Educational Injustice and Academic Burnout

Document Type : Original Article

Authors
M. Lorki 1
M. Qaffari 2
F. Baezzat 3
1 Master's student in Educational Psychology, University of Mazandaran
2 Assistant Professor, Department of Psychology, University of Mazandaran
3 Associate Professor, Department of Psychology, University of Mazandaran
10.47176/TDASS.2020.96
Abstract
This study aimed to test a conceptual model that examines the mediating role of effort-reward imbalance in the relationship between educational injustice and academic burnout. The study was conducted as part of a correlation project. The study included 370 female undergraduate students residing in the dormitories of Mazandaran University during the 2019-2020 academic year. The participants were selected using a multi-stage cluster sampling method and completed several questionnaires, including the demographic profile form, the educational justice questionnaire, the student version of the effort-reward imbalance questionnaire, and the student version of the Oldenberg burnout inventory. Using maximum likelihood estimation and a self-adjustment method, the findings of the structural equation modeling showed that effort-reward imbalance mediates the relationship between educational injustice and academic burnout (p < 0.05). The present research concludes that educational injustice predicts academic burnout. Effort-reward imbalance can clarify one of the mechanisms of the effect of educational injustice on academic burnout. These findings suggest that educational programs for professors and counseling programs for students should take into account the impact of educational injustice on academic burnout.
Keywords
Educational Injustice
Effort-Reward Imbalance
Academic Burnout
Students
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Transactions on Data Analysis in Social Science
Volume 2, Issue 2
Spring 2020
Pages 96-101

  • Receive Date 04 February 2020
  • Revise Date 09 April 2020
  • Accept Date 07 June 2020