الاحتراق الأکاديمي لدى طلبة الجامعة خلال جائحة کوفيد-19 في ضوء الصمود النفسي وتوجهات أهداف الإنجاز

المراجع:

أولًا: المراجع العربية:

أسماء، عبد المنعم عرفان (2020). الإسهام النسبي لصعوبات التنظيم الانفعالي في التنبؤ بالاحتراق الأکاديمي لدى طالبات الجامعة. مجلة البحث العلمي في التربية، کلية البنات للآداب والعلوم والتربية، جامعة عين شمس،21(7)،171-206.

أسيل، صبار محمد (2015). الصمود النفسي لدى طلبة الجامعة النازحين وغير النازحين. مجلة الآداب، کلية الآداب، جامعة بغداد، (114)، 603-626.

إيمان، مصطفى سرميني (2015). مقياس الصمود النفسي. مکتبة الأنجلو المصرية.

حمدي، محمد ياسين؛ نادية، إيميل بنا؛ وشيماء، سيد علي (2018). الأمل والتفاؤل محددان للصمود النفسي لعينة من طلبة الجامعة. مجلة البحث العلمي في التربية، کلية البنات للآداب والعلوم والتربية، جامعة عين شمس،19(6)،307-333.

رافع، الزغلول (2006). أنماط الأهداف عند طلبة جامعة مؤتة وعلاقتها باستراتيجيات الدراسة التي يستخدمونها. المجلة الأردنية في العلوم التربوية، عمادة البحث العلمي، جامعة اليرموک، 2 (3)، 115- 127.

عادل، عبادي أحمد؛ عبد الناصر عبد الحليم أمين؛ ونبيل، صالح سفيان (2019). تقنين مقياس صعوبات التنظيم الانفعالي لـ " بجوريبيرج وآخرون " على طلبة الجامعة. مجلة الأندلس للعلوم الإنسانية والاجتماعية، جامعة الأندلس للعلوم والتقنية، (21)، 176-199.

عادل، محمود المنشاوي (2016). نموذج سببي للعلاقات المتبادلة بين الشفقة بالذات وکلا من الإرهاق والصمود الأکاديمي لدى الطالب المعلم. مجلة کلية التربية، جامعة الإسکندرية، 26(5)،153-225.

عبد الرسول، عبد اللطيف عبد اللاه (2017). الاحتراق التعلمي وعلاقته بالتسويف الأکاديمي لدى طلاب کلية التربية بجامعة سوهاج في ضوء متغيري النوع الاجتماعي والتخصص الدراسي. المجلة التربوية، کلية التربية، جامعة سوهاج،49،233-281.

عبد الناصر، السيد عامر (2005). بنية نظرية توجه الهدف: استقلالية أم ارتباطية؟ المجلة المصرية للدراسات النفسية، الجمعية المصرية للدراسات النفسية،15(48)،277-310.

عبد الناصر، ذياب الجراح؛ وفيصل، خليل الربيع (2020). الشغف الأکاديمي وعلاقته بالاحتراق الأکاديمي لدى طلبة جامعة اليرموک. المجلة الأردنية في العلوم التربوية، جامعةاليرموک، 16(4)،519-539.

علي، عبد الرحمن الشهري (2020). الاحتراق الأکاديمي وعلاقته بالهناء الذاتي الأکاديمي لدى طلبة المرحلة الثانوية. المجلة العربية للعلوم التربوية والنفسية، المؤسسة العربية للتربية والعلوم والآداب، (17) ،179-204.

فاتن، فاروق عبد الفتاح؛ وشيري، مسعد حليم (2014). الصمود النفسي لدى طلبة الجامعة وعلاقته بکل من الحکمة وفاعلية الذات لديهم. مجلة کلية التربية، جامعة بور سعيد، (15)، 90-134.

کمال، إسماعيل عطية (1999). الضغوط الأکاديمية والتوجه نحو التعلم لدى طالبات کلية التربية بعبرى سلطنة عمان. مجلة کلية التربية، جامعة بنها،10(40)،12-49.

محمد، حسانين حسانين (2008). النموذج البنائي للعلاقة بين توجهات الهدف وقلق الاختبار المعرفي والضغوط النفسية والأداء الأکاديمي لدى عينة من طلاب کلية التربية ببنها. مجلة کلية التربية، جامعة طنطا،38،531-574.

محمد، سليمان الوطبان (2013). بنية توجهات أهداف الإنجاز في ضوء النموذج الرباعي والسداسي لدى طلاب جامعة القصيم وطالباتها باستخدام النمذجة البنائية. مجلة العلوم التربوية، کلية التربية، جامعة الملک سعود، 25(3)،725-752.  

معاوية، محمود أبو غزال؛ فراس، أحمد الحموري؛ ومحمود، حسن العجلوني (2013). توجهات الأهداف وعلاقتها بتقدير الذات والتسويف الأکاديمي لدى طلبة جامعة اليرموک بالمملکة الأردنية الهاشمية. المجلة التربوية، جامعةالکويت،مجلسالنشرالعلمي،27(108)،111-154.

هبة، محمود محمد (2014). الصمود النفسي کمتغير معدل للعلاقة بين الاحتراق النفسي والرضا الزواجي. المجلة المصرية لعلم النفس الإکلينيکي والإرشادي، الجمعية المصرية للمعالجين النفسين (جمعن) ،2(4)،475-525.

هيام، صابر شاهين (2013). الأمل والتفاؤل مدخل لتنمية الصمود النفسي لدى عينة من المراهقين ضعاف السمع. مجلة العلوم التربوية والنفسية، مرکز النشر العلمي، جامعة البحرين،14(4)،613-653.

يوسف، محمد شلبي؛ ووسام، حمدي القصبي (2018). أنماط الکمالية الأکاديمية المميزة لطلاب الجامعة وعلاقتها بکل من الاحتراق والصمود والتحصيل الأکاديمي.  مجلة کلية التربية، جامعة طنطا،70(2)،110-184.

ثانيا: المراجع العربية مترجمة للغة الانجليزية:

Asmaa, A. E. (2020). The relative contribution of emotional regulation difficulties in predicting academic burnout among university female students. Journal of Scientific Research in Education, Girls' College of Arts, Sciences and Education, Ain Shams University, 21(7), 171-206.

Aseel, S. M. (2015). Psychological resilience among displaced and non-displaced university students. Journal of Arts, College of Arts, University of Baghdad, (114), 603-626.

Iman, M. S. (2015). Psychological resilience scale. Anglo-Egyptian Library.

Hamdi, M. Y.; Nadia, E. B.; & Shaima, S. A. (2018). Hope and optimism determine the psychological resilience of a sample of university students. Journal of Scientific Research in Education, Girls' College of Arts, Sciences and Education, Ain Shams University, 19(6), 307-333.

Rafea, Z. (2006). Patterns of goals among MutahUniversity students and their relationship to the study strategies they use. The Jordanian Journal of Educational Sciences, Deanship of Scientific Research, Yarmouk University, 2 (3), 115-127.

Adel, E. A.; Abdel Nasser, A. A.; & Nabil, S. S. (2019). Standardization of the emotional regulation difficulties scale of "Bjoerberg and others" on university students. Andalus Journal for Human and Social Sciences, Andalus University for Science and Technology, (21), 176-199.

Adel, M. E. (2016). A causal model of the interrelationships between self-compassion and both burnout and academic resilience in the student teacher. Journal of the Faculty of Education, Alexandria University, 26(5), 153-225.

Abdel Rasoul, A. A. (2017). Educational burnout and its relationship to academic procrastination among students of the Faculty of Education at SohagUniversity in the light of the variables of gender and academic specialization. Educational Journal, Faculty of Education, Sohag University, 49,233-281.

Abdel Nasser, E. A. (2005). The structure of goal orientation theory: Autonomy or association? The Egyptian Journal of Psychological Studies, The Egyptian Society for Psychological Studies, 15 (48), 277-310.

Abdel Nasser, D. A.; Faisal, K. A. (2020). Academic passion and its relationship to academic burnout among YarmoukUniversity students. The Jordanian Journal of Educational Sciences, Yarmouk University, 16(4), 519-539.

Ali, A. A. (2020). Academic burnout and its relationship to academic self-satisfaction among secondary school students. The Arab Journal of Educational and Psychological Sciences, The Arab Foundation for Education, Science and Arts, (17), 179-204.

Faten, F. A.; & Sherry, M. H. (2014). Psychological resilience among university students and its relationship to wisdom and self-efficacy. Journal of the College of Education, Port Said University, (15), 90-134.

Kamal, I. A. (1999). Academic pressures and orientation towards learning among female students of the College of Education in Ibri, Sultanate of Oman. Journal of the Faculty of Education, Benha University, 10(40), 12-49.

Mohammad, H. H. (2008). The structural model of the relationship between goal orientations, cognitive test anxiety, psychological stress, and academic performance among a sample of Benha College of Education students. Journal of the Faculty of Education, Tanta University, 38,531-574.

Mohammed, S. A. (2013). The structure of achievement goals orientations in the light of the quadrilateral and hexagonal model among the students of QassimUniversity using structural modeling. Journal of Educational Sciences, College of Education, King Saud University, 25(3), 725-752.

Muawiyah, M. A.; Firas, A. H.; & Mahmoud, H. A. (2013). Goal orientations and their relationship to self-esteem and academic procrastination among YarmoukUniversity students in the Hashemite Kingdom of Jordan. Educational Journal, Kuwait University, Scientific Publication Council, 27 (108), 111-154.

Heba, M. M. (2014). Psychological resilience as a modifier variable for the relationship between psychological burnout and marital satisfaction. The Egyptian Journal of Clinical and Counseling Psychology, The Egyptian Society of Psychotherapists (Jamaan), 2(4), 475-525.

Hiam, S. S. (2013). Hope and optimism are an approach to developing psychological resilience among a sample of hearing-impaired adolescents. Journal of Educational and Psychological Sciences, Scientific Publishing Center, University of Bahrain, 14(4), 613-653.

Youssef, M. S.; & Wessam, H. A. (2018). Patterns of academic perfectionism characteristic of university students and their relationship to combustion, resilience and academic achievement. Journal of the Faculty of Education, Tanta University, 70(2), 110-184.

ثالثا: المراجع الأجنبية:

Akram, M., Sultan, S., & Ijaz, S. (2014). Students’ perceived autonomy support and its impact on achievement goals. International Journal of Innovation and Scientific Research, 2(1), 1–7.

 Al-Nafakh, N., Al-Athari, N. & Alathari, M. (2020). Psychological safety and its relationship to the trends of achievement goals for students of the college of physical education and sports sciences in light of the covid-19 virus. Indian Journal of Forensic Medicine & Toxicology, 14(4), 2702-2707.

Ames, C. (1992). Achievement goals and the classroom motivational climate. In D. H. Schunk & J. L. Meece. (Eds.), Student perception in the classroom (pp. 327–348). Hillsdale, NJ: Erlbaum.

Archer, J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19, 430-446.

Asmundson, G.J, & Taylor, S. (2020). Coronaphobia: Fear and the 2019-nCoV outbreak. Journal of Anxiety Disord,70,96-102.

Barker, E. T., Howard, A. L., Villemaire-Krajden, R., & Galambos, N. L. (2018). The rise and fall of depressive symptoms and academic stress in two samples of university students.  Journal of youth and adolescence, 47(6), 1252- 1266.

Barron, K. E., & Harackiewicz, J. M. (2000). Achievement goals and optimal motivation: A multiple goals approach. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 229-254). New York: Academic Press.

Bartone, P. (2007). Test-retest reliability of the dispositional resilience Scale-15, abrief hardiness scale. Psychological Reports, 101(3),943–947.

Bask, M., & Salmela- Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28, 511-528.

Bataineh, M. Z. (2013). Academic stress among undergraduate students: The case of education faculty at KingSaudUniversity. International Interdisciplinary Journal of Education, 2(1), 82-88.

Belozerova, L., Zakharova, L., Silakova, M., & Semikasheva, I .(2018). Studying the phenomenon of early burnout of pedagogical university students. Psychology and Psychotherapy, Research Study, 1(1), 1-7.

Benetti, C., & Kambouro, N .(2006). Affect-regulated indirect effects of trait anxiety and trait resilience on self-esteem. Personality and Individual Differences,41(2),341-352.

Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59, 20- 28.

Bonanno, G. A., Romero, S. A., & Klei, S.I. (2015). The temporal elements of psychological resilience: An integrative framework for the study of individuals, families, and communities. Psychological Inquiry, 26, 139–169.

Bouffard, T., Boisvert, J., Vezeau, C., & LaRouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65, 317-329.

Bouffard, T., Vezeau, C., & Bordeleau, L. (1998). A developmental study of the relation between combined learning and performance goals and students’ self-regulated learning. British Journal of Educational Psychology, 68, 309-319.

Brooks, J. (2006). Strengthening resilience in children and youths: Maximizing opportunities through the schools. Children & Schools, 28(2), 69 – 76.

Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational behavior research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67, 26–48.

Cathomas, F., Murrough, J., Nestler, E., Han, M., & Russo, S. (2019). Neurobiology of resilience: Interface between mind and body.  Biological Psychiatry, 86(6),410-420.

Chang, E., Hyunmo, S., & Lee, S. (2020). Exploring the relationship between perfectionism and academic burnout through achievement goals: A mediation model. Asia Pacific Education Review, 21(2),409-422.

Charkhabi, M., Abarghuei, M. A., & Hayati, D. (2013). The association of academic burnout with self-efficacy and quality of learning experience among Iranian students. Springerplus, 2(1), 677-681.

Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43–54.  

Connor, K.M., & Davidson, J.R. (2003). Development of a new resilience scale: The Connor–Davidson resilience scale (CD-RISC). Depress Anxiety ,18(2),76– 82.

Dahl, T. (2005). Are students' beliefs about knowledge and learning associated with their reported use of learning strategies? British Journal of Educational Psychologh,75,257-273.

Diseth, A. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21, 191–195.

Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), 290–299.

Dyrbye, L.N., Thomas, M.R., Power, D.V., Durning, S., Moutier, C., & Massie, F.S. (2010). Burnout and serious thoughts of dropping out of medical school: A multi-institutional study. Academic Medicine. Journal of the Association of American Medical Colleges, 85(1),94–102.

Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.

Elliot, A. J., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.

Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A meditational analysis. Journal of Personality and Social Psychology, 70(3), 461–475.

Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103(3),             632-648.

Elliot, A. J., Shell, M. M., Henry, K. B., & Maier, M. A. (2005). Achievement goals, performance contingencies, and performance attainment: An experimental test. Journal of Educational Psychology, 97(4), 630-640. 

Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300–319.

Friborg, O., Barlaug, U., Martinussen, M., & Rosenvinge, J. (2005). Resilience in relation to personality and intelligence. International Journal of Methods in Psychiatric Research, 14(1), 29-42.

Gao, Y., Xu, MZ., & Yang, YF. (2004). Research on coping style and related factors of college students during SARS outbreak. Chinese Medical Ethics, 2, 60–63.

 

 

García-Izquierdo, M., Ríos-Risquez, M. I., Carrillo-García, C., Sabuco-Tebar, E., & los, Á. (2018). The moderating role of resilience in the relationship between academic burnout and the perception of psychological health in nursing students. Educational Psychology, 38 (8), 1068-1079.

Garland, E. L., Fredrickson, B., Kring, A. M., Johnson, D. P., Meyer, P. S., & Penn, D. L. (2010). Upwardspirals of positive emotions counter downward spirals of negativity: Insights from the broaden-and-buildtheory and affective neuroscience on the treatment of emotion dysfunctions and deficits in psychopathology. Clinical Psychology Review, 30, 849–864.

Glazachev, O.S. (2011). Syndrome of emotional burnout: The search for ways to optimize the pedagogical process. Bulletin of the International Academy of Sciences, (Russian section), 26-45.

Gody, J.A. (2013). The roles of stress appraisal and self-efficacy in fostering resilience to improve psychosocial outcomes following negative life events among college students: A multiple mediation analysis. Doctoral Dissertations. University of Tennesse.

Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.

Groarke, J. M., Berry, E., Graham-Wisener, L., McKenna-Plumley, P, E., McGlinchey, E.,& Armour, C.(2020). Loneliness in the UK during the COVID-19 pandemic: Cross-sectional results from the COVID-19 psychological wellbeing study. .PLoS ONE.  15(9),1-18.

Gupta, K. (2020). Psycho-social impact psychological concerns and interventions Academic stress among college students during COVID-19 Pandemic lockdown. Journal of Psychosocial Research,15(2), 555-561.

Haag, P., Shankland, R., Osin, I., Boujut, E., Cazalis, F., Bruno, A.-S., Vrignaud, P., & Gay, M. C. (2018). Stress perçu et santé physique des doctorants dans les universités françaises: Une étude exploratoire. Pratiques Psychologiques, 24, 1–20.

Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295.

Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645.

Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562–575.

Hardeman, R.R., Przedworski, J.M., Burke, S.E., Burgess, D.J., Phelan, S.M., & Dovidio, J.F. (2015). Mental well- being in first year medical students: A comparison by race and gender: A report from the medical student change study. Journal of Racial and Ethnic Health Disparities, 2(3),403–413.

Hatamian, P., & Nezhad, M. S. (2019). The prediction of academic burnout based on the emotion dysregulation and social support in nursing students. Journal of Education Strategies in Medical Sciences, 11(47),1-8

Huang, L., Lei, W., Xu, F., Liu, H., & Yu, L.  (2020). Emotional responses and coping strategies in nurses and nursing students during Covid-19 outbreak: A comparative study. PLoS ONE,15(8).1-12.

 Iuliana,D.(2016). Higher education eLearning programs - a brief analysis of the short future trends and challenges. In Proceedings of the International Conference EdPROF, April,21-22, Bucharest, 69-76.

Jordan, R.K., Shah, S.S., Desai, H., Tripi, J., Mitchell, A., & Worth, R.G. (2020). Variation of stress levels, burnout, and resilience throughout the academic year in first-year medical students. PLos One, 15(10), 1-13.

Judkins, S. K., & Rind, R. (2005). Hardiness, stress, and job satisfaction among home care nurses. Home Health Care Management and Practice, 17(2), 113-118.

Kadivar, P., Kavousian, J., Arabzadeh, M., & Nikdel, F. (2011). Survey on relationship between goal orientation and learning strategies with academic stress in university students. Procardia Social and Behavioral Sciences, 30, 453–456.

Kaplan, A., & Maehr, M. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141–184.

Kardum, I., & Krapic, N. (2001). Personality traits, stressful life events, and coping styles in early adolescence. Personality and Individual Differences, 30, 503-515.

Kim, E. Y., Lim, E. J., & Noh, J. H. (2016). Academic stress, major satisfaction, and academic achievement according to type of achievement goal orientation in nursing students. International Information Institute (Tokyo). Information, 19(10A), 4557-4562. 

King, R. B., & Mendoza, N. B. (2020). Achievement goal contagion: Mastery and performance goals spread among classmates. Social Psychology of Education: An International Journal, 23 (3), 795-814.

Koropets, O., Fedorova, A., & Kacane.L.(2019). Emotional and academic burnout of students combining education and work.  EDULEARN19 - 11th International Conference on Education and New Learning Technologies July 1st-3rd, At: Palma, Mallorca, Spain.

Lafay, N., Manzanera, C., Papet, N., Marcelli, D., & Senon, J. L. (2003). Les états dépressifs de la postadolescence. Résultats d’une enquête menée chez 1521 étudiants de l’université de Poitiers. Annales Médico-Psychologiques, 161, 147-151.

Lau, S., Luk, H., Wong, A., Li, K., Zhu, L., & He., Z. (2020). Possible bat origin of severe acute respiratory syndrome coronavirus 2. Emerging Infectious Diseases, U.S. Centers for Disease Control and Prevention (CDC). 26 (7), 1542–1547.

Lazarides, R., Viljaranta, J., Ranta, M., & Salmera-Aro, K. (2017). Adolescents’ preparedness and motivation across the transition to post-comprehensive education. Contemporary Educational Psychology,49,151-159.

Lee, J., Puig, A., Lea, E., & Lee, S. M. (2013). Age‐related differences in academic burnout of Korean adolescents. Psychology in the Schools, 50(10), 1015–1031.

Lee, Y.M., Lee, M., Joo, I.M., & Sang, M.(2020). Academic burnout profiles and motivation styles among korean high school students. Japanese Psychological Research,62(3),184-195.

Leupold, C., Lopina, E., & Erickson, J. (2020). Examining the effects of core self-evaluations and perceived organizational support on academic burnout among undergraduate students. Psychological Reports, 123(4) 1260–1281.

Lin, S.H., & Huang, Y.C. (2014). Life stress and academic burnout. Active Learning in Higher Education, 15(1), 77–90.

Lin, X., Su, S., & McElwain, A.(2019) . Academic stressors as predictors of achievement goal orientations of American and ESL international students. Journal of International Students,9(4),1134-1154.

Lodewyk, K. R. (2019). Relations between trait personality, goal orientation, and adaptive outcomes in high school physical education.  Journal of Teaching in Physical Education, 38 (3), 207-213.

Lundman, B., Strandberg, G., Eisemann, M., Gustafson, Y., & Brulin, C. (2007). Psychometric properties of the Swedish version of the Resilience Scale. Scandinavian Journal of Caring Sciences,21(2),229-237.

Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562.

Maud,G.,& Rudi,D. (2015).The influence of psychological resilience on the relation between automatic stimulus evaluation and attentional breadth for surprised faces. Cognition & Emotion,29(1),146-157.

Mcgrew,K. (2008). Beyond IQ: A model of academic competence and motivation (MACM).http://www.iapsych.com/acmcewok/AppendixA.DefinitionsofTheoretical.Conce.html. retrieved ,September 6, 2020.

Meece, J. L., & Miller, S. D. (2001). A longitudinal analysis of elementary school students’ achievement goals in literacy activities. Contemporary Educational Psychology, 26(4), 454–480. 

Midcalf, L., & Boatwright, P. (2020). Teacher and parent perspectives of the online learning environment due to covid-19. Delta Kappa Gamma Bulletin,87(1),24-34.

Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710–718.

Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26 (1), 61–75.

Misra, R., McKean, M., West, S., & Tony, R. (2000). Academic stress of college students: comparison of student and faculty perceptions. College Student Journal, 34(2), 236-246.

Moawad, R.A. (2020). Online learning during the COVID- 19 pandemic and academic stress in university students.  Revista Românească pentru Educaţie Multidimensională,12(1),100-107.

Murphy, K. P., & Alexander, P. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25(1), 3–53.

Nadon, L., Babenko, O., Chazan, D., & Daniels, L. M.(2020). Burning out before they start? An achievement goal theory perspective on medical and education students. Social Psychology of Education: An International Journal, 23 (4) ,1055-1071. 

National Youth Policy Institution. (2018). Survey on rights of the children and youths. http://kosis.kr/ statHtml/statHtml.do?orgId=402&tblId=DT_ES2017_035_1&conn_path=I2 retrieved, September 19, 2020.

 

 

Niepel, C., Brunner, M., & Preckel, F. (2014). Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students. Comparative Educational Psychology, 39, 301–313.

Oshio, A., Kaneko, H., Nagamine, S., & Nakaya, M. (2003). Construct validity of the Adolescent Resilience Scale. Psychological Reports,93(3),1217-1222.

Ozamiz-Etxebarria, N., Dosil-Santamaria M., Picaza-Gorrochategui, M.,& Idoiaga-Mondragon, N.(2020). Stress, anxiety, and depression levels in the initial stage of the COVID-19 outbreak in a population sample in the northern Spain. Cadernos de Saúde Pública. 36(4),1-9.

Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128–150.

Peng, L., Zhang, J., Min, L., Peipei, L., Zhang, Y., Zuo, X., Miao, Y., & Ying, X.(2012). Negative life events and mental health of Chinese medical students: The effect of resilience, personality and social support. Psychiatry Research,196(1),138-141.

Peters, A., McEwen, B., & Friston, K. (2017). Uncertainty and stress: Why it causes diseases and how it is mastered by the brain. Progress in Neurobiology, 156, 164-188.

Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555. 

Rafique, A., Abbas, S., Zafar, O., Hassan, A., & Nohman, M. (2020). Corona virus contagion: Estimation of mental and psychological impact 'covid - 19 fear; A desperate escape'. Pakistan Armed Forces Medical Journal.  1, S309-S315.

Rahman, M., Hoque, N., Alif,S., Salehin.,M.,& Islam ,S. (2020). Factors associated with psychological distress, fear and coping strategies during the Covid-19 pandemic in Australia. Globalization & Health, 16 ( 1), 1-16.

Rees, C.S., Breen, L.J., Cusack, L., & Hegney, D. (2015). Understanding individual resilience in the workplace: The international collaboration of workforce resilience model. Frontiers in Psychology,6(73),1-8.

Reeve, J. (2014). Understanding motivation and emotion. London, John Wiley & Sons.

Reis,D., Xanthopoulou,D.,& Tsaousis ,L. (2015). Measuring  job and academic burnout with the Oldenburg burnout inventory (OLBI): Factorial invariance across samples and countries. Burnout Research,2(1),8-18.

Saleh, D., Camart, N., & Romo, L. (2017). Predictors of stress in college students. Frontiers in Psychology, 8, 19-31.

Salik,S., Masroor,U.,& Khan,M.(2020). Psychological vulnerability, resilience and social support among health care professionals during Covid 19 : A cross cultural study. Pakistan Armed Forces Medical Journal,1,s331-s335.

Salmela‐Aro, K., Savolainen, H., & Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross‐lagged longitudinal studies. Journal of Youth and Adolescence, 38(10), 1316–1327.

Schaufeli, W.B., Martinez, I.M., Pinto, A.M., Salanova, M.,& Bakker, A.B.(2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33 ( 5),464–481.

Sekreter, G. (2016). Mastery goal orientation promoting students’ expectancies for success and self-efficacy. Journal of Education in Black Sea Region, 2(1), 93–106.

Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26–47.

Shankland,R.,Kotsou,I., Vallet,F., Bouteyre,E., Dantzer,C.,& Leys,C.(2019). Burnout in university students: The mediating role of sense of coherence on the relationship between daily hassles and burnout. Higher Education, 78,91–113.

Shetty, A., Shetty, A., Hegde, M.N., Narasimhan, D.,& Shetty, S.(2015). Stress and burnout assessment among post graduate dental students. Nitte University Journal of Health Science,5(1),31–6.

Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71–81.

Skaalvik, E. M., Vala, S. H., & Sletta, O. (1994). Task involvement and ego involvement: Relations with academic achievement, academic self-concept and self-esteem. Scandinavian Journal of Educational Research, 38(3-4), 231–243.

Smith, B., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J.(2008). The brief resilience scale: Assessing the ability to bounce back. International Journal of Behavioral  Medicine,15(3),194–200.

Southwick, S., Vythilingam, M., & Charney, D. (2005). The psychobiology of depression and resilience to stress: Implications for prevention and treatment. Annual Review of Clinical Psychology, 1,255–291.

Traunmüller, C., Stefitz, R., Gaisbachgrabner, K.,& Schwerdtfeger, A.(2020).  Psychological correlates of covid-19 pandemic in the Austrian population. BMC Public Health,20(1), 1-16.

Tugade, M. M., Fredrickson, B., & Barret, L. F. (2004). Psychological resilience and positive emotional granularity: Examining the benefits of positive emotions on coping and health. Journal of Personality, 72(6), 1161-1190.

Van - Rheenen, T., Meyer, D., Neill, E., Phillipou, A., Tan, E.,& Toh, W. (2020). Mental health status of individuals with a mood-disorder during the COVID-19 pandemic in Australia: Initial results from the COLLATE project. Journal of  Affective  Disorders, 275,69–77. 

VandeWalle,D.,Cron,W.,& Slocum,J.(2001). The role of goals orientations following performance feedback. Journal of Applied Psychology,86(4),629-640.

 Veiskarami, H., & Khalili, Z. (2018). Investigating the academic burnout and its relationship with cognitive emotion regulation strategies and academic resilience students of Shahrekord university of medical sciences. Educational Strategies in Medical Sciences , 11(1), 134- 138.

Velickovic,K., Hallberg,I.R ., Axelsson,U., Borrebaeck,C.A. , Rydén, L., Johnsson,P.,& Månsson,J.(2020). Psychometric properties of the Connor Davidson resilience scale (CD-RISC) in a non-clinical population in Sweden. Health and Quality of Life Outcomes,18(1),1-10.

Wagnild, G., & Young, H.(2001). Development and psychometric evaluation of the resilience scale. Journal of  Nursing  Measurement, 1(2),165–178.

Wickramasinghe, N., Dissanayake, D., & Abeywardena, G. (2018). Prevalence and correlates of burnout among collegiate cycle students in Sri Lanka: A school-based cross-sectional study. Child Adolescent Psychiatry Mental Health, 1, 12-26.

Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236–250.

Zheng, J., Jiang, N., & Dou, J. (2020). Autonomy support and academic stress: A relationship mediated by self-regulated learning and mastery goal orientation. New Waves Educational Research and Development, 23, 43–63.