العلاقة بين قلق المستقبل الأكاديمي والإنهاك النفسي لدى طلبة المرحلة الإعدادية في ضوء الفاعلية الذاتية الأكاديمية

Abstract

This study aimed to identify the level of academic future anxiety, psychological burnout, and academic self-efficacy among middle school students, and to reveal the relationship between academic future anxiety and psychological burnout, in addition to determining the significance of differences in these variables according to gender (males and females) and grade level. The study also aimed to test the mediating role of academic self-efficacy in the relationship between academic future anxiety and psychological burnout. The study employed a descriptive analytical correlation approach, and the sample consisted of (380) male and female students from middle schools in the Directorate of Education of Maysan Governorate for the academic year (2025–2026). Data were collected using three scales; the first measured academic future anxiety, the second measured psychological burnout, and the third measured academic self-efficacy. The results showed that the level of academic future anxiety was high, while the level of psychological burnout was moderate, and the level of academic self-efficacy was moderate. Statistical analyses indicated statistically significant differences in academic future anxiety and psychological burnout according to gender in favor of females, and according to grade level in favor of third grade, while no differences were found in academic self-efficacy. The results revealed a statistically significant positive correlation between academic future anxiety and psychological burnout, and a negative correlation between academic self-efficacy and both future anxiety and burnout. The results confirmed the partial mediating role of academic self-efficacy in the relationship between academic future anxiety and psychological burnout.