Heliyon 6 (2020) e04960

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Heliyon
journal homepage: www.cell.com/heliyon

Research article

Students' academic burnout in Iranian agricultural higher education system:

the mediating role of achievement motivation
Mahnaz Tajeri Moghadam a, Enayat Abbasi a, *, Zahra Khoshnodifar b
a
Department of Agricultural Extension and Education, Tarbiat Modares University, Tehran, Iran
b
Education & Agricultural Extension Department, Higher Educational Complex of Saravan, Saravan, Iran

A R T I C L E I N F O A B S T R A C T

Keywords: Agricultural higher education is one of the important context in which students may be face with educational
Education burnout during their studies due to their conditions, such as the nature of the field of study, lack of graduates'
Psychology employment, and reduction in motivation. This research aimed to investigate the factors underpinning the stu-
Academic burnout
dent's academic burnout of Iranian agricultural higher education system. The research was a kind of descriptive-
Achievement motivation
Proper workload
correlational that has done through a survey. The statistical population composed of all students at all educational
Agricultural students levels in agricultural faculties of the Iranian state-run universities (N ¼ 236,973). Accordingly, 386 people were
Higher education selected using the Krejcie and Morgan's tables and stratified random sampling method with proportional to size. A
Iran researcher-made questionnaire with 104 questions arranged in six parts used for data collection. The validity and
reliability of the questionnaire were confirmed by calculating the Cronbach's alpha, average variance extracted
(AVE) and composite reliability (CR). According to the results, the variables of high workload and achievement
motivation were the most influential factors on academic burnout, respectively. This study's results can be a useful
step for policymakers and planners in the agricultural higher education system to prevent student's academic
burnout and remove obstacles to dynamic academic achievement.

1. Introduction studying and educational contents and an unhealthy sense of education.

Academic burnout leads to the loss of students' suitable academic per-
Enhancing quality of an educational system depends on quality of its formance and aggravates their concerns about committing mistakes in
components. Students play a key role in any educational system (as homework [4].
educational system inputs) to meet the goals of the system [1]. To be Research in different countries (South Korea, Philippines, Nigeria,
more thriving, an educational system needs to consider this community Canada, etc.) on academic burnout has demonstrated that students in
from an educational perspective. Most countries spend a significant these countries are also suffering from this problem so that academic
amount of their national income on education, but the students entering burnout clearly affects their grades as well as their relationship with the
the higher education system where they supposed to show a proper ac- university [5]. Academic burnout also reduces students' motivation [6].
ademic motivation and achievement [1] may not mostly have the Thus, there is no sense of responsibility and accountability against their
required productivity and may suffer from academic burnout for many poor performance [7]. Moreover, such issues as the teaching and learning
reasons. Burnout is a state of mental and emotional exhaustion contrib- ambiance, high workload [8], social support and gender [9], the field of
uted by the chronic stress syndrome such as role-bearing, pressure and study [10] and quality of learning activities can affect students' academic
time restraints, and lack of required resources for fulfilling tasks and burnout.
duties [2]. Academic burnout has plagued Iranian students as well [11]. The
Academic burnout signals the decline of an individual's aptitude to degree of academic burnout in students can be influenced by various
adjust himself/herself to the stressful factors of education [3]. In general, factors such as quality of the university environment as well as academic
academic burnout includes three areas of academic fatigue, academic and social cohesion [12], the quality of learning experiences [13],
cynicism, and academic inefficacy. It makes students feel tired of doing educational justice [14], and academic motivation [15], and it can affect
homework and studying. It, also, results in pessimistic attitudes toward academic performance, student commitment to educational affairs,

* Corresponding author.
E-mail address: [email protected] (E. Abbasi).

https://doi.org/10.1016/j.heliyon.2020.e04960
Received 30 June 2020; Received in revised form 13 August 2020; Accepted 14 September 2020
2405-8440/© 2020 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
M. Tajeri Moghadam et al. Heliyon 6 (2020) e04960

interest in continuing education and academic participation after grad- increase in achievement motivation [28]. Meril€ainen [8] investigated
uation [16]. factors affecting burnout among Finnish university students with a focus
Agricultural higher education is one of the important context in on learning environment, achievement motivation and the meaning of
which students may be face with educational burnout during their life and concluded that there was a significant relationship between
studies due to their conditions, such as the nature of the field of study, quality of teaching and learning environment (teacher–student rela-
lack of graduates' employment, and reduction in motivation [17]. For tionship, the quality of teaching, deep approach to learning, evaluation,
instance, the semester failure rate at the one of the Iranian agricultural pedagogical counseling, psychological contract, social relations between
higher education institute in 2012 was 4%, which increased by 15% in students, and usability of studies) and both factors of workload and
2015. The number of dropouts was also 3% in 2012, but it increased by achievement motivation. Also, based on the results of this study, there
5% in 2015 [18]. Agricultural faculties, as the subordinate of higher was a positive and negative relationship between high workload and
education in agriculture, are not efficient enough despite their largest achievement motivation and academic burnout dimensions, respectively.
share in use of the financial resources of the universities [19]. However, a Researchers concluded that the quality of teaching and learning envi-
declining trend has been recently observed in both the demand to start ronment was the most effective factor of academic burnout and the
education at many agricultural colleges in Iran and in the demand for achievement motivation, including success in studying, appreciation of
higher education in this field. In fact, it comes across that the interest in university education, and ability beliefs was negatively associated with
this field has waned after admission in Konkoor examination1 among academic burnout [29]. Chang et al. [30] concluded that motivation
applicants, and even many students stop studying in this field despite variables had a significant moderate impact on the relationship between
having passed some agricultural courses. According to available evi- perfectionism and academic burnout symptoms. The variable of
dence, 247 students have refused to keep studying in various agricultural achievement motivation is also affected by variables such as students'
fields and disciplines at one of the Iranian universities during the aca- effort, specialty and abilities [39].
demic years of 2011–2013 [20]. Quality of teaching and learning environment is considered as one of
the factors that students face. This component includes teacher–student
2. Literature review relationship, the quality of teaching, deep approach to learning, evalu-
ation, pedagogical counseling, psychological contract, social relations
In recent years, many studies have conducted about job burnout. Most between students, and usability of studies [28, 29]. In general, quality of
studies on burnout have conducted on specific situations such as teaching and learning environment is a determining factor in motivating
healthcare workers [21] and sales persons and nurses [22], came to students to progress. The effective and positive quality of teaching and
called occupation burnout [23]. However, the burnout variable has learning environment contributes to greater integration and academic
extended to educational situations and learning environments [24]. progress. Lack of this environment makes it harder to meet these goals
In recent years, academic burnout in students for different reasons [32]. According to what has been said, it is necessary to consider stu-
including understand different students' behavior such as academic dents' achievement of knowledge and skills and to improve in their ac-
achievement during education, affecting students' relationships with ademic progress and performance. Meanwhile, in recent years Iran's
their college and university, and affecting students' enthusiasm for higher education system has been faced with a quantitative and uncon-
continuing education has turned into a significant research subject at trolled development of the number of students irregard to their capac-
universities [25]. Academic burnout has studied in different fields, but ities. Inequality and unfair distribution of resources and facilities,
few studies have been done on agricultural education. The lack of constant changes in educational and managerial policies, and high
research in agricultural faculties has made this research necessary and it recruitment of students and faculty members regardless of their needs are
can be strengthen the theoretical knowledge in the agricultural sector. In other challenges of this system [33]. Lack of motivation, confusion and
addition, university officials can benefit from the research results to make fatigue, uninterested and finally academic burnout among students are
some changes in the resources, content, student-teacher relationship, the results of these problems. Solving these challenges requires effective
educational system and university environment to prevent academic research. The lack of research in agricultural higher education has made
burnout in students, as well as many other academic problems of students this research necessary and can contribute to theoretical knowledge in
such as academic dropout, request for changing field of study, multiple the agricultural sector. Therefore, it is important and necessary to iden-
failure in semesters, ask for extra academic years, etc. tify factors affecting students' academic burnout and provide solutions to
There are different factors affecting extend of students' academic reduce it.
burnout. For instance, Marzooghi, Heidari, & Heidari [14] concluded
that improving educational justice (student-teacher relationship) de-
creases academic burnout in a variety of aspects (academic cynicism and 2.1. Conceptual framework
inefficacy). Researchers investigated the relationship of hope for
employment and academic motivation with academic burnout in their As mentioned earlier and adapting from Meril€ainen [8]'s model, the
research on students' points of view in Medical Science University of research conceptual framework is constructed as below (Figure 1). Based
Shahroud [26]. According to their results, there is a significant rela- on the conceptual framework the research has eight hypotheses as
tionship between hope for employment and academic motivation with follow:
academic burnout.
A study on predicting academic burnout based on academic quality of - There are significant and negative relationship between high work-
life and hope for employment among university students showed a sig- load and academic burnout.
nificant negative correlation between academic quality of life (QAL) and - There are significant and negative relationship between achievement
hope for employment in students with academic burnout [27]. Another motivation and academic burnout.
group of researchers focused on the relationship between motivation and - There are significant and positive relationship between quality of
academic burnout among nursing and paramedical students, and found a teaching and learning environment and achievement motivation.
negative significant relationship between academic burnout and - There are significant and positive relationship between hope for
achievement motivation so that the motivated students were more prone employment and achievement motivation.
to burnout [11]. Academic burnout significantly decreased with the - There are significant and negative relationship between high work-
load and achievement motivation.
- There are significant and negative relationship between hope for
1
National examination to enter state-run universities of Iran. employment and academic burnout.

2
M. Tajeri Moghadam et al. Heliyon 6 (2020) e04960

Figure 1. The conceptual framework of the research.

- There are significant and negative relationship between academic has been used to analyze the data a variance–covariance matrix was
quality of life and academic burnout. employed.
- There are significant and positive relationship between academic
quality of life and achievement motivation.
3.2. Participants

3. Method
The statistical population of the study composed of the students of
different educational levels in agricultural colleges of the state-run uni-
3.1. Research design
versities of Iran (N ¼ 236,973). Accordingly, 386 students selected using
Krejcie and Morgan [34]'s table and stratified random sampling with
This is a qualitative research in terms of paradigm and is a non-
proportionate to size. We used a stratification system developed by the
experimental research with an applied purpose. This is a correlational
Ministry of Education for sampling. It should be noted that at the un-
research that was done through a survey. It is a correlational research
dergraduate level, since the junior and senior students can better answer
because measures and assesses the statistical relationship between
the questions, sampling was done randomly among them. The statistics
different variables. In this regard and since structural equation modeling
related to the exact number of students in each of the educational levels

Table 1. Statistical population and sample size of research.

University Statistical population Sample Size

B.Sc. M.Sc. Ph.D. Total B.Sc. M.Sc. Ph.D. Total

Tehran 2038 1226 595 3859 57 35 17 109
Razi, Kermanshah 1016 412 173 1601 29 11 5 45
Shiraz 2453 747 200 3400 69 21 6 96
Ramin, Ahwaz 1475 631 374 2480 42 18 11 71
Ferdowsi, Mashhad 1588 491 197 2276 45 14 6 65
Total 8570 3507 1539 13616 242 99 45 386

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 M. Tajeri Moghadam et al.
Table 2. Measurement model, Cronbach's alpha, factor loadings and discriminant.

Factor Indicator Definition Items α AVE PC

Quality of teaching Teacher–student relationship Quality of the environment which students attend. This environment includes the relationship 8 0.84 0.569 0.905
and learning environmen Quality of teaching between the teacher and the student, quality of teaching, teaching with the goal of deep learning,
evaluation, educational counseling, expecting the success of the study, the social relationship between
Deep approach to learning
students, and applying of teaching in practice.
Evaluation
Pedagogical counselling
Psychological contract
Social relations between students
Usability of studies
Achievement motivation Ability beliefs The wish or enthusiasm of a person to succeed and engage in activities which depends on the individual's efforts 3 0.76 0.589 0.725
4

Expectation of study success and ability, believing in one's own abilities, using lessons when he/she is employed, gaining his skills and knowledge
during education that can use in the future and the expectation of success is defined by the study that he has done.
Appreciation of university studies
High workload - Students' activity in the course of study in the form of assignments and curriculum projects, etc. - 0.75 0.578 0.721
Academic Quality of life Science and Technology Student satisfaction with educational technologies, classroom, academic popularity, popularity and reputation of professors, 4 0.81 0.565 0.837
Accommodations religious and spiritual programs of the university, sports space and recreational activities, library services, university transportation
and parking services, self-service and food services.
Extracurricular
Educational environment
Hope for employment Interest in the field of study The amount of mental ability to meet a future job and develope ways to meet this goal, which includes two dimensions of interest 2 0.77 0.591 0.743
Social status of the field of study in the field of study and social status of the field of study.

Academic burnout Exhaustion The development of negative tendencies toward continuing education and increasing demands and work pressures for the student 3 0.76 0.563 0.792
Cynicism (emotional exhaustion), creating pessimistic attitudes and negative behaviors toward continuing education (anxiety and pessimism),
and a low sense of competence and efficiency of the student in study (inefficiency).
Inefficacy

Heliyon 6 (2020) e04960

M. Tajeri Moghadam et al. Heliyon 6 (2020) e04960

Table 3. The measured standardized coefficients, significance level and confirmatory factor analysis of the latent variables.

Latent Variable Indicators lambda Parameter Standard Error (SE) t R2

Cynicism 0.81 0.068 11.89 0.65
Academic burnout Inefficacy 0.80 0.067 11.86 0.65
Exhaustion 0.63 - - 0.39
Achievement motivation Expectation of study success 0.87 0.071 12.09 0.76
Ability beliefs 0.64 - - 0.41
Appreciation of university studies 0.52 0.062 8.73 0.27
High workload The number of courses is high in 0.76 0.050 14.59 0.57
proportion to my degree and the points I get.
Sometimes major studies' workload is at times unbearable 0.66 0.051 12.82 0.44
The hours that I go to the classroom are very uplifting. 0.57 0.053 10.67 0.32
Workload in my subject is too much 0.053 0.53 9.89 0.28
Quality of teaching and learning environment Quality of teaching 0.80 0.043 18.40 0.65
Expectations from the teaching and learning environment 0.77 0.044 17.32 0.60
Deep approach to learning 0.75 0.045 52.16 0.56
Teacher–student relationship 0.70 0.046 15.19 0.49
Evaluation 0.69 0.046 14.85 0.45
Pedagogical counselling 0.64 0.047 13.35 0.41
Academic Quality of life Accommodations 0.82 0.044 18.37 0.67
Extracurricular 0.78 0.045 17.21 0.61
Educational environment 0.71 0.047 15.05 0.50
Science and technology 0.69 0.047 14.60 0.48
Hope for employment Interest in the field of study 0.79 0.062 12.70 0.62
Social status of the field of study 0.75 0.061 12.27 0.56

collected through correspondence with the education affairs of each 3.3.1. The validity and reliability of the research instrument
university, and the sample size determined in proportion to the number A panel of agricultural faculty members established the face validity
of students at each level of education as presented in Table 1. The results of the questionnaire. Average Variance Extracted (AVE), which used for
of frequency distribution of respondents by gender showed that male discriminant validity, was also calculated. The components with AVE
students (204, 52.8%) constitute the majority of respondents. Female more than 0.50 [35] have acceptable validity. A pilot test was conducted
students comprise 182 (47.2%) of the sample size. Using independent for calculating the reliability of the questionnaire and Cronbach's alphas
sample t-test show that there is no difference between mean of academic coefficients ranged from 0.75 to 0.84 and all were highly satisfactory. Due
burnout of male (M ¼ 42.61) and female (M ¼ 43.30) students (Sig ¼ to the weaknesses of Cronbach's alpha method, including considering the
0.25). same values for all statements of a component [40], the Composite
Reliability (CR) was also calculated. The components with CR more than
0.70 [35] have acceptable reliability. The values of α, AVE and PC were
3.3. Measurement presented in Table 2.

The survey instrument is a questionnaire included 104 questions ar-

ranged in six sections related to measuring main variables. They were 3.4. Data analysis
related to the assessment of academic burnout (14 questions) [24],
workload (4 questions) [8, 29], academic quality of life (16 questions) Data were analyzed using Structural Equation Modeling (SEM) tech-
[7], quality of teaching and learning environment (47 items) [8, 29], nique and Maximum Likelihood Method. The Lisrel 8.50 software was
hope for employment (7 questions), and achievement motivation (16 used to estimate the model for research hypotheses. The Lisrel models
questions) [8, 29]. Data was collected through a postal survey. comprise both measurement and structural models. In the measurement

Table 4. Hypothesis, path coefficients and their significance values.

Path Path coefficient t- value Sig.

High workload → Academic burnout 0.51 7.68 0.01
Achievement motivation → Academic burnout -0.41 4.73- 0.01
Quality of teaching and learning environment → Achievement motivation 0.45 6.15 0.01
Hope for employment → Achievement motivation 0.35 5.88 0.01
High workload → Achievement motivation -0.14 -2.62 0.01
Hope for employment → Academic burnout 0.08 1.21 Non-Significant
Academic quality of life → Academic burnout -0.10 1.70- Non-Significant
Academic quality of life → Achievement motivation 0.12 1.75 Non-Significant

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M. Tajeri Moghadam et al. Heliyon 6 (2020) e04960

Figure 2. LISREL estimates of structural coefficients between variables and their indicators (empirical model).

Table 5. Goodness of fit indexes.

Indexes Acceptable amount Reported amount

Chi square - 2.873
Goodness of fit index (GFI) 0.90 0.98
Normed fit index (NFI) 0.90 0.94
Non-normed fit index (NNFI) 0.90 0.95
Incremental fit index (IFI) 0.90 0.92
Comparatives fit index (CFI) 0.90 0.96
Root mean square residual (RMR) <0.08 0.038
Root mean square error of approximation (RMSEA) <0.08 0.070

models the links between the latent variables and their indicators is variable to the indicators; and in terms of the correlation between the
investigated, whereas the structural models investigate the links between indicators of each variable, the indicators had a lot of correlation. In the
the latent variables. Relevant indicators (RMSEA, Chi-square, etc.) have reflective model of this study, it was expected that with the change in an
been used to determine the goodness of fit of the model. indicator, the effects of the change will be reflected in all other in-
dicators. The results of this analysis for the standardized value of the
4. Results parameter, t value, standard error, and R2 are displayed in Table 3. Since
parameters with t values greater than 1.96 are statistically significant
4.1. Evaluation of the measurement model [36], thus the results show that the indicators of the latent variables have
an acceptable adaptation to the factor structure and theoretical basis of
In this section, we investigate the relationship between latent vari- the research. The reliability of the indicators can be measured through
ables and their indicators. To determine the reliability and validity of the the r-square of multiple correlations (R2).
model, the level and significance level of the relationships between each Based on Table 3, cynicism, volume of courses, accommodations,
latent variable with the relevant indicators was considered. In fact, the quality of teaching, interest in the field of study and expectation of study
research model was reflective, in which the direction of causal rela- success have the most reliability for academic burnout, high workload,
tionship between the variable and the relevant indicators was from the academic quality of life, quality of teaching and learning environment,

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M. Tajeri Moghadam et al. Heliyon 6 (2020) e04960

hope for employment and achievement motivation, respectively. There- opposite findings [8, 28, 29]. Achievement motivation as second
fore, the results show that the indicators had acceptable compliance with component had the most negative and direct effect on increasing stu-
theoretical foundation of the research. dent's academic burnout. Motivated students are less prone to burnout.
These people participate in class activities with more interest, effort and
4.2. Fitting the structural model perseverance and are confident in their ability to do homework. This
result is in well agreement with other studies [8, 11, 28, 29, 30]. Moti-
In this section, the relationships between latent variables examined. vated students do their homeworks volunteerily, try to do them better,
The goal was to discover whether the theoretical relations between and do not easily fall into academic burnout. Therefore, it is suggested
variables verified by the data. Accordingly, the research hypotheses were that faculty members avoid academic burnout by encouraging students to
tested. To test the hypotheses, the path coefficient of variables on each engage in academic work and education that can create jobs for their
other and t-value were calculated. The results were presented in Table 4. future. Furthermore, evidences were found that three variables of quality
The results revealed that the hypothetical relationships between some of teaching and learning environment, hope for employment and aca-
latent variables were confirmed. demic quality of life had negative effects on increasing students' aca-
The path coefficients presented in Table 4 confirm that among inde- demic burnout through moderating role of achievement motivation.
pendent variables, high workload has the greatest effect on academic Regarding the moderate variable, achievement motivation, the results
burnout. In addition, the values of R2 for the endogenous latent of model fitting showed that high workload had a negative effect on the
(dependent) variables of the model that indicated the effect of exogenous achievement motivation, so that the more the workload, the less moti-
variables on the endogenous variables are also presented in Figure 2. vated the student would be. Therefore, students should do different duties
In fact, three values of 0.19, 0.33 and 0.67 were the criteria for weak, because they need enough facilities and resources. When the academic
moderate and strong “R2” [31]. Given the fact that the value of R2 was tasks are a lot and the students do not have enough resources, they are
0.59 for achievement motivation variable that is explained by high going to experience higher levels of stress, and their ability and motivation
workload, quality of teaching and learning environment, hope for for doing these tasks will be declined. Therefore, teachers must reduce the
employment and academic quality of life. It was 0.62 for academic amount of theoretical assignments that are irrelevant to their job prospects
burnout variable that is explained by high workload, hope for employ- in order to motivate their students. They should give more practical as-
ment, academic quality of life and achievement motivation. Thus, the signments and entrepreneurial skills. In this regard, the curriculum con-
appropriateness of fitting the structural model was confirmed. On the tent should be designed in such a way that attracts students' attention and
other hand, this means that 0.62 of the variations in variability of aca- be applicable in their daily lives. In addition, the assignments given to
demic burnout are related to the four variables of high workload, hope students should increase their skills related to the field and their future job.
for employment, academic quality of life, and achievement motivation. Therefore, the educational planners should revise the course syllabus and
According to path coefficient in Table 4, equation of the effect of high make the lessons more practical. The course syllabuses should also be run
workload (HWL), hope for employment (HE), academic quality of life properly so that students learn their field skills. This finding is not
(AQL) and achievement motivation (AM) on academic burnout (AB), and agreement with the results of previous research [8, 28, 29].
the effect of proper workload (PWL), quality of teaching and learning Hope for employment had no direct effect on increasing academic
environment (QTLE), hope for employment (HE), academic quality of life burnout, which is not in line with previous research [26, 27]. On the
(AQL) on achievement motivation (AM) are as follow: other hand, it can be said that hope for employment had a direct effect on
achievement motivation that is consistent with [26]. This states that the
AB ¼ 0:51 HWL  0:41 AM R2 ¼ 0:62 stronger the hope for the employment among students, the higher the
AM ¼ 0:14 HWL þ 0:45 AM þ 0:35 HE R2 ¼ 0:59 motivation for achievement. Hope for employment leads to better per-
formance in students 'educational activities and brings a positive attitude
4.3. Evaluation of the whole model towards the field of study and students' interest in class activities and
homework. According to the model, this variable affects academic
Finally, the goodness of fit statistics of the model were evaluated to burnout through the mediating variable of achievement motivation. The
find out how much the model is in agreement with data. For this purpose, higher the hope for employment, the more interested students are in their
goodness of fit indexes was calculated as in Table 5. As it is shown in field of study. Students who are uninterested and unmotivated in their
Table 5, all the goodness of fit indexes has acceptable values. Therefore, studies are likely to not work hard enough, and their failure lead to ac-
the results show a reasonable fit between the model and the data. Ac- ademic burnout. In this regard, the agricultural higher education system
cording to what was said, the empirical model of the research is shown should, in the first step, provide the circumstances for students to enter
below (Figure 2). their favorite fields of study, and in the next stage, with the necessary
planning, teach them the skills related to their field so that they will be
5. Discussion able to find jobs related to their field of study. As mentioned the aca-
demic quality of life does not have a direct effect on academic burnout.
In this research, an attempt was made to provide a comprehensive This finding is not consistent with [12, 27]. Also, the results of the model
view of the components and their effect on students' academic burnout fit showed that the academic quality of life has no direct effect on the
based on existing resources. To accomplish this research, eight hypoth- achievement motivation. This finding is not consistent with [37]. Factors
eses concerning the influence of the components on the increasing of such as high workload, quality of teaching and learning environment,
students' academic burnout were formed and five of them were and hope for employment are more powerful than the academic quality
confirmed. Comparing different components, the results revealed that of life. Despite these variables, the impact of academic quality of life is
high workload had the most impact on increasing student's academic severely undermined. Contrary to the results of this study, the findings of
burnout. Students from different fields of agriculture stated that contrary other researchers have shown that students' quality of life plays an
to the working nature of their fields, a lot of theoretical assignments are important role in their academic achievement and learning process.
given in these fields and this is a factor affecting their academic fatigue Students with appropriate quality of life can move away from academic
and their lack of interest in the field of agriculture. Given the high un- burnout and achieve academic achievement by establishing stronger
employment rate in agriculture, students are not interested in doing their social networks, social support and emotional stability [4, 27].
homework because they find the field unfavorable and they show no Also, the results of model fitting show that quality of teaching and
interest to study in this field. The same results were found in earlier learning environment had a direct effect on achievement motivation.
studies, e.g. Jacobs and Dodd [9]. But other researchers reported This result is in good agreement with other studies [8, 28, 29, 38].

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M. Tajeri Moghadam et al. Heliyon 6 (2020) e04960

Motivation can be effectively created by the relationship between Additional information

teacher and student and teachers' paying attention to educational justice,
introducing teachers to new teaching methods and improving the No additional information is available for this paper.
teachers' quality of teaching by holding in-service classes for them,
providing appropriate feedback by the teachers to the students after Acknowledgements
evaluating and performing assignments. Also, applicability of the courses
offered in the field of agriculture is another motivating factor due to the We would like to thank all participating students and experts, without
nature of the field. As undergraduate students in the last two years and whom this study would be impossible.
MSc. and Ph.D. students need more communication to perform activities
such as paper presentations, and doing thesis and dissertations, therefore, References
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The authors declare no conflict of interest.

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