نقش هوش هیجانی و شفقت به خود در پیشبینی فرسودگی تحصیلی با واسطهگری کمکطلبی تحصیلی.

Nowadays, one of the factors that prevent students from achieving their desired academic performance is academic burnout. Therefore, it is important to know the factors related to this phenomenon. The aim of this study was to investigate the relationship between academic burnout with emotional intelligence, self-compassion and academic help seeking. The research method was descriptive-correlational. The statistical population of the study included all undergraduate students studying in Yazd University (9022) in the academic year of 2018- 2019. 368 students (231 females and 137 males) were selected by available sampling method. In order to collect data, they used Berso's academic burnout scales (2007), self-compassion questionnaire-long form (2003), Ryan and Pintrich's help-seeking questionnaire (2012). The results showed that emotional intelligence, self-compassion and academic help-seeking have a significant negative relationship with academic burnout at the 0.01 level. The results of path analysis also indicated that selfcompassion and emotional intelligence are able to indirectly and negatively affect academic burnout through mediation of academic help-seeking. Academic help-seeking and self-compassion can also directly and negatively predict academic burnout. But emotional intelligence does not directly predict academic burnout. The current research has practical results for educational interventions, educational assistance and self-help with the aim of promoting emotional intelligence, self-compassion and creating broader capacities in the field of academic help-seeking behavior in the educational environment, so that in this way, students face their academic crises in efficient ways and adopt adaptive measures to deal with adverse situations. [ABSTRACT FROM AUTHOR]