Ahola, K., Hakanen, J., Perhoniemi, R., & Mutanen, P. (2014). Relationship between burnout and depressive symptoms: A study using the person-centred approach. Burnout Research, 1(1), 29-37. https://doi.org/10.1016/j.burn.2014.03.003

Akbaşlı, S., Arastaman, G., Gün, F., & Turabik, T. (2019). Üniversite öğrencilerinde tükenmişliğin yordayıcısı olarak okul

bağlılığı [School engagement as a predictor of burnout in university students]. Pamukkale University Journal of Education/Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 293-309. https://bit.ly/4d9BTro

Alves, S. A., Sinval, J., Lucas Neto, L., Marôco, J., Gonçalves Ferreira, A., & Oliveira, P. (2022). Burnout and dropout intention in medical students: The protective role of academic engagement. BMC Medical Education, 22(1), Article 83. https://doi.org/10.1186/s12909-021-03094-9

Andrade, G. F., de Silva Menolli, P. V., Clemente, P. A., Mesas, A. E., Silva, D. C., & Girotto, E. (2021). Burnout syndrome and consumption of alcohol and illicit substances in university students. Paidéia (Ribeirão Preto)/ School and Educational Psychology, 31, Article e3134. https://doi.org/10.1590/1982-4327e3134

Askaripoor, T., Aghaei, H., Rahmani, A., Abolhasannejad, V., Shafii motlagh, M., Abbasi, A. M., Ghaffar, M. E., & Kazemi, E. (2022). Academic burnout and its relationship with employment hope among health sciences students. Journal of Medical Education Development, 15(45), 8-18. http://edujournal.zums.ac.ir/article-1-1551-en.html

Assunção, H., Lin, S.-W., Sit, P.-S., Cheung, K.-C., Harju-Luukkainen, H., Smith, T., Maloa, B., Campos, J. A. D. B.,Ilic, I. S., Esposito, G., Francesca, F. M., & Marôco, J. (2020). University Student Engagement Inventory (USEI): Transcultural validity evidence across four continents. Frontiers in Psychology, 10, Article 2796. https://doi.org/10.3389/fpsyg.2019.02796

Avey, J. B., Hughes, L. W., Norman, S. M., & Luthans, K. W. (2008). Using positivity, transformational leadership and empowerment to combat employee negativity. Leadership and Organization Development Journal, 29(2), 110-126. https://doi.org/10.1108/01437730810852470

Bandura, A. (1997). Self-efficacy: The exercise of control. Worth.

Barratt, J. M., & Duran, F. (2021). Does psychological capital and social support impact engagement and burnout in online distance learning students? The Internet and Higher Education, 51, Article 100821. https://doi.org/10.1016/j.iheduc.2021.100821

Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale. Health Psychology Open, 2(2), 1-9. https://doi.org/10.1177/2055102915596714

Bikar, S., Marziyeh, A., & Pourghaz, A. (2018). Affective structures among students and its relationship with academic burnout with emphasis on gender. International Journal of Instruction, 11(1), 183-194. https://doi.org/10.12973/iji.2018.11113a

Birani-Nasraldin, D., Somech, A., & Bogler, R. (2024). The relationship between leaders' psychological capital and organizational outcomes: A crossover model. European Journal of Educational Management, 7(1), 59-72. https://doi.org/10.12973/eujem.7.1.59

Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30(7), 879-889. https://doi.org/10.1016/j.cpr.2010.01.006

Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Routledge

Datu, J. A. D., & Valdez, J. P. M. (2016). Psychological capital predicts academic engagement and well-being in Filipino high school students. Asia-Pacific Education Researcher, 25, 399-405. https://doi.org/10.1007/s40299-015-0254-1

Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499-512. https://doi.org/10.1037/0021-9010.86.3.499

Duran, A., Extremera, N., Rey, L., Fernández-Berrocal, P., & Montalban, F. M. (2006). Predicting academic burnout and engagement in educational settings: Assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy. Psicothema, 18(Supl), 158-164. https://www.redalyc.org/pdf/727/72709524.pdf

Dyrbye, L. N., Thomas, M. R., Massie, F. S., Power, D. V., Eacker, A., Harper, W., Durning, S., Moutier, C., Szydlo, D. W., Novotny, P. J., Sloan, J. A., & Shanafelt, T. D. (2008). Burnout and suicidal ideation among U.S. medical students. Annals of Internal Medicine, 149(5), 334-341. https://doi.org/10.7326/0003-4819-149-5-200809020-00008

Felaza, E., Findyartini, A., Setyorini, D., & Mustika, R. (2020). How motivation correlates with academic burnout: Study conducted in undergraduate medical students. Education in Medicine Journal, 12(1), 43-52. https://doi.org/10.21315/eimj2020.12.1.5

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059

Freudenberger, H. J. (1974). Staff burn-out. Journal of Social Issues, 30(1), 159-165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x

Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The development of a learner empowerment measure. Communication Education, 45(3), 181-199. https://doi.org/10.1080/03634529609379048

Gan, Y., Shang, J., & Zhang, Y. (2007). Coping flexibility and locus of control as predictors of burnout among Chinese college students. Social Behavior and Personality: An International Journal, 35(8), 1087-1098. https://doi.org/10.2224/sbp.2007.35.8.1087

Ghadampour, E., Farhadi, A., & Naghibeiranvand, F. (2016). The relationship among academic burnout, academic engagement and performance of students of Lorestan University of Medical Sciences. Research in Medical Education, 8(2), 60-68. https://doi.org/10.18869/acadpub.rme.8.2.60

Gomez-Borges, A., Peñalver, J., Martínez, I. M., & Salanova, M. (2023). Academic engagement in university students. The mediator role of psychological capital as personal resource. Educación XX1, 26(2), 51-70. https://doi.org/10.5944/educxx1.35847

Gong, Z., Li, M., & Niu, X. (2021). The role of psychological empowerment in reducing job burnout among police officers: A variable-centered and person-centered approach. SAGE Open, 11(1), 1-8. https://doi.org/10.1177/2158244020983305

Gong, Z., Liu, Q., Jiao, X., & Tao, M. (2018). The influence of college students’ psychological capital on study engagement. Psychology, 9(13), 2782-2793. https://doi.org/10.4236/psych.2018.913160

Gravetter, F. J., & Wallnau, L. B. (2014). Essentials of statistics for the behavioral sciences (8th ed.). Wadsworth.

Güngör, A., & Sari, H. I. (2022). Effects of academic motivation on school burnout in Turkish college students. International Journal for the Advancement of Counselling, 44, 414-431. https://doi.org/10.1007/s10447-022-09477-x

Hobfoll, S. E. (1989). Conservation of resources. A new attempt at conceptualizing stress. The American Psychologist, 44(3), 513-524. https://doi.org/10.1037/0003-066x.44.3.513

Hobfoll, S. E. (2002). Social and psychological resources and adaptation. Review of General Psychology, 6(4), 307-324. https://doi.org/10.1037/1089-2680.6.4.307

Hobfoll, S. E., & Shirom, A. (2001). Conservation of resources theory: Applications to stress and management in the workplace. In R. T. Golembiewski (Ed.), Handbook of organizational behavior (pp. 57-80). Marcel Dekker.

Hosseini Largani, S. M. (2019). عوامل مؤثر بر فرسودگی تحصیلی: مقایسه‌ای بین دانشجویان فنی و مهندسی با سایر دانشجویان نظام آموزش عالی ایران [Academic factors affecting student’s burnout: A comparative study of engineering students and other students of Iran’s higher education system]. Iranian Journal of Engineering Education, 21(84), 31‐51. https://doi.org/10.22047/ijee.2019.172653.1624

Hosseinpour, E., Asgari, A., & Ayati, M. (2016). The relationship between internet and cell-phone addiction and academic burnout in university students. Information and Communication Technology in Educational Sciences, 6(4), 59-73. https://www.sid.ir/paper/175416/en

Houser, M. L., & Frymier, A. B. (2009). The role of student characteristics and teacher behaviors in students' learner empowerment. Communication Education, 58(1), 35-53. https://doi.org/10.1080/03634520802237383

Hu, Q., & Schaufeli, W. B. (2009). The Factorial validity of the Maslach Burnout Inventory–Student Survey in China. Psychological Reports, 105(2), 394-408. https://doi.org/10.2466/PR0.105.2.394-408

Jafri, H. (2017). Understanding influence of psychological capital on student's engagement and academic motivation. Pacific Business Review International, 10(6), 16-23. http://www.pbr.co.in/2017/2017_month/Dec/2.pdf

Jagodics, B., Nagy, K., Szénási, S., Varga, R., & Szabó, É. (2023). School demands and resources as predictors of student burnout among high school students. School Mental Health, 15, 90-104. https://doi.org/10.1007/s12310-022-09534-1

Jagodics, B., & Szabó, É. (2023). Student burnout in higher education: A Demand-Resource Model Approach. Trends in Psychology, 31, 757-776. https://doi.org/10.1007/s43076-021-00137-4

Kaya, Ç., & Altınkurt, Y. (2018). Öğretmenlerin psikolojik sermayeleri ile tükenmişlik düzeyleri arasındaki ilişkide psikolojik ve yapısal güçlendirmenin rolü [Role of psychological and structural empowerment in the relationship between teachers’ psychological capital and their levels of burnout]. Education and Science/Eğitim ve Bilim, 43(193), 63-78. https://doi.org/10.15390/EB.2018.6961

Kuh, G. D. (2003). What we’re learning about student engagement from NSSE: Benchmarks for effective educational practices. Change: The Magazine of Higher Learning, 35(2), 24-32. https://doi.org/10.1080/00091380309604090

Lee, K.-Y., & Song, J.-S. (2010). The effect of psychological capital on empowerment and learning performance. Journal of the Korea Safety Management and Science, 12(4), 289-300.

Lesener, T., Pleiss, L. S., Gusy, B., & Wolter, C. (2020). The Study Demands-Resources Framework: An empirical introduction. International Journal of Environmental Research and Public Health, 17(14), Article 5183. https://doi.org/10.3390/ijerph17145183

Li, R., Che Hassan, N., & Saharuddin, N. (2023). Psychological capital related to academic outcomes among university students: A systematic literature review. Psychology Research and Behavior Management, 16, 3739-3763. https://doi.org/10.2147/prbm.S421549

Liasi, G. A., Nejad, S. M., Sami, N., Khakpour, S., & Yekta, B. G. (2021). The prevalence of educational burnout, depression, anxiety, and stress among medical students of the Islamic Azad University in Tehran, Iran. BMC Medical Education, 21, Article 471. https://doi.org/10.1186/s12909-021-02874-7

Liebana-Presa, C., Fernández-Martinez, M. E., Vazquez Casares, A. M., López-Alonso, A. I., & Rodríguez-Borrego, M. A. (2018). Burnout and engagement among university nursing students. Enfermeria Global, 17(2), 131-152. https://doi.org/10.6018/eglobal.17.2.268831

Liran, B. H., & Miller, P. (2019). The role of psychological capital in academic adjustment among university students. Journal of Happiness Studies, 20, 51-65. https://doi.org/10.1007/s10902-017-9933-3

Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The impact of business school students’ psychological capital on academic performance. Journal of Education for Business, 87(5), 253-259. https://doi.org/10.1080/08832323.2011.609844

Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541-572. https://doi.org/10.1111/j.1744-6570.2007.00083.x

Manafi, D., Mohammadi, S. H. M., & Rezvanfar, A. (2022). Designing a model for empowering agriculture students to reduce academic burnout. International Journal of Agricultural Management and Development, 12(4), 265-281. https://journals.iau.ir/article_692641.html

Maroco, J., Maroco, A. L., Campos, J. A. D. B., & Fredricks, J. A. (2016). University student’s engagement: Development of the University Student Engagement Inventory (USEI). Psicologia: Reflexão e Crítica, 29, Article 21. https://doi.org/10.1186/s41155-016-0042-8

Maslach, C. (1993). Burnout: A Multidimensional perspective. In W. B. Schaufeli, C. Maslach, & T. Marek (Eds.), Professional burnout: Recent developments in theory and research (pp. 19-32). Routledge. https://doi.org/10.4324/9781315227979-3

Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). MBI: The Maslach Burnout Inventory: Manual (3rd ed.). Consulting Psychologists Press.

Mikhailova, O. B., & Farennikova, E. S. (2023). Characteristics of students’ burnout and perfectionism in China and Russia. International Journal of Cognitive Research in Science, Engineering and Education, 11(2), 281-289. https://doi.org/10.23947/2334-8496-2023-11-2-281-289

Neumann, Y., Finaly-Neumann, E., & Reichel, A. (1990). Determinants and consequences of students' burnout in universities. The Journal of Higher Education, 61(1), 20-31. https://doi.org/10.1080/00221546.1990.11775089

Rad, M., Shomoossi, N., Rakhshani, M. H., & Sabzevari, M. T. (2017). Psychological capital and academic burnout in students of Clinical majors in Iran. Acta Facultatis Medicae Naissensis, 34(4), 311-319. https://doi.org/10.1515/afmnai-2017-0035

Radack, B. M., Luckett III, T., Fish, W. W., & Austin, G. P. (2022). The Predictive relationship between psychological capital and academic burnout in postgraduate students. The Internet Journal of Allied Health Sciences, 20(4). Article 2. https://doi.org/10.46743/1540-580X/2022.2156

Rand, K. L., Shanahan, M. L., Fischer, I. C., & Fortney, S. K. (2020). Hope and optimism as predictors of academic performance and subjective well-being in college students. Learning and Individual Differences, 81, Article 101906. https://doi.org/10.1016/j.lindif.2020.101906

Reddy, K. J., Menon, K. R., & Thattil, A. (2018). Academic stress and its sources among university students. Biomedical and Pharmacology Journal, 11(1), 531-537. https://doi.org/10.13005/bpj/1404

Riolli, L., Savick, V. i., & Richards, J. (2012). Psychological capital as a buffer to student stress. Psychology, 3(12A), 1202-1207. https://doi.org/10.4236/psych.2012.312A178

Sadoughi, M., & Markoubi, A. (2018). The relationship between basic psychological needs and academic burnout in medical students. Strides in Development of Medical Education, 15(1), Article e60239. https://sdme.kmu.ac.ir/article_90521.html

Salmela-Aro, K., & Upadyaya, K. (2014). School burnout and engagement in the context of demands-resources model. British Journal of Educational Psychology, 84(1), 137-151. https://doi.org/10.1111/bjep.12018

Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. https://doi.org/10.1177/0022022102033005003

Schaufeli, W. B., Salanova, M., González-romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71-92. https://doi.org/10.1023/A:1015630930326

Selvaraj, P. R. (2015). Using positive psychological capital to predict mental health in college students: Implications for counseling and higher education [Doctoral dissertation, Ohio University ]. OhioLINK. https://bit.ly/3YvxECA

Sharififard, F., Asayesh, H., Hosseini, M. H. M., & Sepahvandi, M. (2020). Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students. Journal of Nursing and Midwifery Sciences, 7(2), 88-93. https://brieflands.com/articles/jnms-140800.pdf  

Sharififard, F., Asayesh, H., Nourozi, K., Hosseini, M. A., & Taheri-Kharameh, Z. (2016). The relationship between motivation and academic burnout in nursing and paramedical students of Qom University of Medical Sciences, Iran. Qom University of Medical Sciences Journal, 9(12), 72-78. https://journal.muq.ac.ir/article-1-288-en.html

Shokrpour, N., Bazrafkan, L., & Talebi, M. (2021). The relationship between empowerment and job burnout in auxiliary health workers in 2019. Journal of Education and Health Promotion, 10(1), 1-7.  https://doi.org/10.4103/jehp.jehp_239_20

Singh, L. B., Kumar, A., & Srivastava, S. (2021). Academic burnout and student engagement: A moderated mediation model of internal locus of control and loneliness. Journal of International Education in Business, 14(2), 219-239. https://doi.org/10.1108/JIEB-03-2020-0020

Siu, O. L., Bakker, A. B., & Jiang, X. (2014). Psychological capital among university students: relationships with study engagement and intrinsic motivation. Journal of Happiness Studies, 15, 979-994. https://doi.org/10.1007/s10902-013-9459-2

Skinner, E., & Pitzer, J. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), The handbook of research on student engagement (pp. 21-44). Springer. https://doi.org/10.1007/978-1-4614-2018-7_2

Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C., & Harney, P. (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570-585. https://doi.org/10.1037/0022-3514.60.4.570

Soliemanifar, O., & Shaabani, F. (2013). The Relationship between of personality traits and academic burnout in postgraduate students. Journal of Life Science and Biomedicine, 3(1), 60-63. https://bit.ly/3ZqsGYf

Sucan, S. (2019). The relationship between hope and perceived stress in teacher candidates. International Journal of Higher Education, 8(2), 1-6. https://doi.org/10.5430/ijhe.v8n2p1

Sveinsdóttir, H., Flygenring, B. G., Svavarsdóttir, M. H., Thorsteinsson, H. S., Kristófersson, G. K., Bernharðsdóttir, J., & Svavarsdóttir, E. K. (2021). Predictors of university nursing students burnout at the time of the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 106, Article 105070. https://doi.org/10.1016/j.nedt.2021.105070

Sweetman, D., & Luthans, F. (2010). The power of positive psychology: Psychological capital and work engagement. In A. B. Bakker & M. P. Leiter (Eds.), Work engagement: A handbook of essential theory and research (pp. 54-68). Psychology Press.

Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273-1296. https://doi.org/10.1007/s11165-016-9602-2

Tian, X., Liu, C., Zou, G., Li, G., Kong, L., & Li, P. (2015). Positive resources for combating job burnout among Chinese telephone operators: Resilience and psychological empowerment. Psychiatry Research, 228(3), 411-415. https://doi.org/10.1016/j.psychres.2015.05.073

Tsang, K. K., Wang, G., & Bai, H. (2022). Enabling school bureaucracy, psychological empowerment, and teacher burnout: A mediation analysis. Sustainability, 14(4), Article 2047. https://www.mdpi.com/2071-1050/14/4/2047

van Griethuijsen, R. A. L. F., van Eijck, M. W., Haste, H., Skinner, N. C., Mansour, N., Savran Gencer, A., & Boujaoude, S. (2015). Global patterns in students' views of science and interest in Science. Research in Science Education, 45, 581-603. https://doi.org/10.1007/s11165-014-9438-6

Wagnil, G. M., & Young, H. M. (1993). Development and psychometric evaluation of the resilience scale. Journal of Nursing Measurement, 1(2), 165-178.

Wang, J., Bu, L., Li, Y., Song, J., & Li, N. (2021). The mediating effect of academic engagement between psychological capital and academic burnout among nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 102, Article 104938. https:/doi.org/10.1016/j.nedt.2021.104938

Weber, K., Martin, M. M., & Cayanus, J. L. (2005). Student interest: A two-study re-examination of the concept. Communication Quarterly, 53(1), 71-86. https://doi.org/10.1080/01463370500055996

Wei, X., Wang, R., & Macdonald, E. (2015). Exploring the relations between student cynicism and student burnout. Psychological reports, 117(1), 103-115. https://doi.org/10.2466/14.11.PR0.117c14z6

Xu, L., Wang, Z., Tao, Z., & Yu, C. (2022). English-learning stress and performance in Chinese college students: A serial mediation model of academic anxiety and academic burnout and the protective effect of grit. Frontiers in Psychology, 13, Article 1032675. https://doi.org/10.3389/fpsyg.2022.1032675

Yamane, T. (1973). Statistics. An introductory analysis (3rd ed.). Harper and Row.

Yang, H.-J., & Farn, C. K. (2005). An investigation the factors affecting MIS student burnout in technical-vocational college. Computers in Human Behavior, 21(6), 917-932. https://doi.org/10.1016/j.chb.2004.03.001

Yaratan, H., & Uludag, O. (2012). The impact of verbal aggression on burnout: An empirical study on university students. Social Behavioral Sciences, 46, 41-46. https://doi.org/10.1016/j.sbspro.2012.05.064

You, J. W. (2016). The relationship among college students' psychological capital, learning empowerment, and engagement. Learning and Individual Differences, 49, 17-24. https://doi.org/10.1016/j.lindif.2016.05.001

Yu, J., & Chae, S. (2020). The mediating effect of resilience on the relationship between the academic burnout and psychological well-being of medical students. Korean Journal of Medical Education, 32(1), 13-21. https://doi.org/10.3946/kjme.2020.149

Yu, J. H., Chae, S. J., & Chang, K. H. (2016). The relationship among self-efficacy, perfectionism and academic burnout in medical school students. Korean Journal of Medical Education, 28(1), 49-55. https://doi.org/10.3946/kjme.2016.9

Zhou, H., & Chen, J. (2021). How does psychological empowerment prevent emotional exhaustion? psychological safety and organizational embeddedness as mediators. Frontiers in Psychology, 12, Article 546687. https://doi.org/10.3389/fpsyg.2021.546687

Zhu, P., Xu, T., Xu, H., Ji, Q., Wang, W., Qian, M., & Shi, G. (2023). Relationship between anxiety, depression and learning burnout of nursing undergraduates after the COVID-19 epidemic: The mediating role of academic self-efficacy. International Journal of Environmental Research and Public Health, 20(5), Article 4194. https://doi.org/10.3390/ijerph20054194