Rooyesh-e- Ravanshenasi Journal(RRJ)

     Academic burnout results from mental fatigue and students uninterested to education is affected by various factors. The purpose of this research was to investigate the relationship betweengoal orientation and perception of classroom goal structure and parents goal orientation with academic burnout among kermanshahhigh school female students in the academic year 2014-2015. Methods This study is a correlation research.By using Morgan table, 375 students are randomly selected byMulti-stage sampling. Four standard questionnaires were used including, School-Burnout Inventory (SBI) and Patterns of adaptive learning scale (PALS). Data analysis was performed by SPSS-19. Results analyzed with Pearson correlation coefficient has been clarified; between mastery goal orientation, performance-approach goal orientation, classroom mastery goal structure, classroom performance-approach goal structure, parent performance goal with academic burnout there are significant differences (P<0/05). But performance-avoid goal orientation, classroom performance-avoid goal structure and parent mastery goal with academic burnout there are not significant differences. Also, the results of multiple regression showed that goal orientation and perception of classroom goal structure and parents goal orientation accounted for 0/14 of the variance of academic burnout. This study suggests the importance of relationship between goal orientation and perception of classroom goal structure and parents goal orientationin description of Academic Burnout. The results can be used in prevention programs and treatment.