Self-compassion and Cognitive Load as Predictors of Learning Burnout among the Female students of the Faculty of Education in the New Valley

Abdullah Waar, Najwa

doi:10.21608/edusohag.2019.55627

Self-compassion and Cognitive Load as Predictors of Learning Burnout among the Female students of the Faculty of Education in the New Valley

Document Type : Original Article

Author

Najwa Abdullah Waar

Assistant Professor of Educational Psychology Faculty of Education - New Valley University

10.21608/edusohag.2019.55627

Abstract

The aim of this research examined the relationship of learning burnout with both self-compassion and cognitive load among second-year female students at the Faculty of Education in the New Valley. The sample consisted of 191 female students who were selected using a stratified random sampling method from second-year female students at the Faculty of Education in the New Valley (2018/2019 academic year). Three scales were applied: learning burnout, self- compassion, and cognitive load. The research found a statistically significant negative correlation between self- compassion and Learning burnout, and a significant positive correlation between self- compassion and cognitive load. It is possible to predict the learning burnout through self-compassion and the cognitive load of the second-year students of the Faculty of Education in the New Valley. The independent variables (self- compassion, and cognitive load) explain %11.1 of the total variance of the dependent variable (the total score of leaning burnout)

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