Background: Academic burnout is one of the most important problems throughout all levels of the education system. Objectives: The present study aimed to investigate the relationship between time management and academic burnout with the mediating role of test anxiety and self-efficacy beliefs among university students in 2019. Methods: The study was a descriptive correlation performed by path analysis. The statistical population included all students of Islamic Azad University of Ahvaz and 222 of which were selected as the sample of the study using convenience sampling. The research instruments included the Academic Burnout Questionnaire, the Time Management Questionnaire, the test anxiety inventory, and the General Self-Efficacy Scale. The proposed model was evaluated using path analysis with AMOS software. Results: A direct and positive relationship was observed between time management and self-efficacy beliefs (β = 0.345, P = 0.0001) and between test anxiety and academic burnout (β = 0.515, P = 0.0001). The relationship between time management and test anxiety (β = -0.586, P=0.001) and between self-efficacy beliefs and academic burnout (β = -0.305, P = 0.0001) was negative. The relationship between time management and academic burnout was not significant (β = -0.051, P = 0.425). The results indicated that test anxiety and self-efficacy beliefs had a mediating role in the relationship between time management and academic burnout (β = -3.964, P = 0.001). Conclusions: According to research results, the proposed model had good fitness and is considered an important step in identifying the effective factors in students’ academic burnout.
Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs
