الإسهام النسبي لصعوبات التنظيم الانفعالي في التنبؤ بالاحتراق الأكاديمي لدى طالبات الجامعة
The objective of this research was to determine the level of academic burnout among female university students, find out the correlation between Difficulties in Emotion Regulation (DER) and Academic Burnout, and to explore the relative contribution of DER in predicting Academic Burnout. The participants were (330) students from the third and fourth grades, Dept. of elementary education, Women's Faculty, Ain Shams University aged 21.37 ± 0.68 years. OLBI-S (Reis et al., 2015) and DERS-16 (Bjureberg et al., 2016) were used as instruments to collect the data of the participants. Findings revealed that the level of Academic Burnout among university students was moderate. 19.1% of students had high academic burnout, while 72.7% had moderate academic burnout. DER were significantly correlated with Academic Burnout (R= 0.47). Moreover, three of the Difficulties in Emotion Regulation (Strategies, Goals, and Clarity) predicted Academic Burnout and Disengagement in university students explaining 23% and 21% of the variance respectively, while Exhaustion could be predicted only by (Strategies) with 14% of the variance being explained. (Published abstract)