The Interplay Among EFL Learners’ Academic Procrastination, Learning Approach, Burnout, and Language Achievement

Author:

Hosseinpour Kharrazi Fatemeh,Ghanizadeh AfsanehORCID

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference73 articles.

1. Abdi Zarrin, S., Akbarzadeh, M., & Mostafavi, M. (2019). The role of emotional regulation and academic burnout in the prediction of academic procrastination in students. Cultural Psychology, 3(1), 175–192.

2. Afzal, S., & Jami, H. (2018). Prevalence of academic procrastination and reasons for academic procrastination in university students. Journal of Behavioural Sciences, 28(1), 51–69.

3. Alahdadi, S., & Ghanizadeh, A. (2017). The dynamic interplay among EFL learners’ ambiguity tolerance, adaptability, cultural intelligence, learning approach, and language achievement. Iranian Journal of Language Teaching Research, 5(1), 37–50.

4. Allahdadi, S., Ghanizadeh, A., & Akbari, O. (2016). Educational level and gender differences in EFL learners’ learning approach. International Journal of Educational Investigations, 3(4), 35–50.

5. Asikainen, H., Salmela-Aro, K., Parpala, A., & Katajavuori, N. (2020). Learning profiles and their relation to study-related burnout and academic achievement among university students. Learning and Individual Differences, 78, 101781.

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