Explaining Academic Burnout Based on Academic Pressure and Negative Perfectionism with the Mediating Role of Emotion Regulation

Abstract

Introduction and Aim: The present study aimed to explain academic burnout based on academic pressure and negative perfectionism with the mediating role of emotion regulation among high school students in Tehran.

Methodology: This study employed a descriptive-correlational design using structural equation modeling. The statistical population consisted of high school students in Tehran during the 2025–2026 academic year, from which 312 participants were selected through multi-stage cluster sampling. Data were collected using standardized instruments including the Academic Burnout Questionnaire, Perceived Academic Stress Scale, Frost Multidimensional Perfectionism Scale, and Cognitive Emotion Regulation Questionnaire. Data analysis was conducted using SPSS and AMOS software, and model fit indices along with bootstrapping methods were applied to evaluate direct and indirect effects.

Findings: The results indicated that academic pressure (β=0.34, p<0.001) and negative perfectionism (β=0.29, p<0.001) had significant positive direct effects on academic burnout. Academic pressure (β=-0.38, p<0.001) and negative perfectionism (β=-0.31, p<0.001) also had significant negative effects on emotion regulation. Emotion regulation showed a significant negative effect on academic burnout (β=-0.36, p<0.001). Bootstrapping results confirmed the significance of indirect effects, indicating that emotion regulation partially mediated the relationships between academic pressure, negative perfectionism, and academic burnout. Model fit indices demonstrated an acceptable fit of the proposed model.

Conclusion: The findings suggest that emotion regulation plays a crucial mediating role in the relationship between academic pressure, negative perfectionism, and academic burnout, and enhancing emotion regulation skills may reduce burnout among students.