1
Master of Education Management, Mehr Arvand Institute of Higher Education, Abadan, Iran
2
Assistant Professor Department of Educational Sciences, Farhangian University,Tehran, Iran
10.48310/rsse.2026.20255.1291
Abstract
Background and Objectives: Learning social studies in elementary schools is crucial in shaping students' foundational knowledge about their society and environment. Identifying factors that hinder academic engagement in this subject is essential. This research aims to predict academic burnout in social studies based on perceived learning climate, teaching quality, and teacher efficacy. Methods: This applied research employs a correlational survey method. The statistical population consisted of 1500 sixth-grade students in Abadan County, and a sample of 380 students was selected using the Kerjcie and Morgan table and multi-stage cluster random sampling. Findings: The results indicated a significant inverse relationship between academic burnout in social studies and perceived learning climate and teaching quality among sixth-grade students in Abadan County. It was found that 17% of the changes in academic burnout in social studies could be predicted based on the perceived learning climate, and 40% based on teaching quality. However, teacher efficacy did not have a significant predictive role (0.03). Conclusion: Therefore, based on the findings of this research, it is recommended that necessary actions be taken to improve the quality of teaching in social studies, create a favorable learning climate, and enhance teacher efficacy in teaching this subject
Hashemi, S. A. and salimi, S. (2025). Predicting academic boredom in social studies courses based on perceived learning climate, teaching quality, and teacher self-efficacy. Quarterly journal of research in social studies education, 7(3), 83-108. doi: 10.48310/rsse.2026.20255.1291
MLA
Hashemi, S. A. , and salimi, S. . "Predicting academic boredom in social studies courses based on perceived learning climate, teaching quality, and teacher self-efficacy", Quarterly journal of research in social studies education, 7, 3, 2025, 83-108. doi: 10.48310/rsse.2026.20255.1291
HARVARD
Hashemi, S. A., salimi, S. (2025). 'Predicting academic boredom in social studies courses based on perceived learning climate, teaching quality, and teacher self-efficacy', Quarterly journal of research in social studies education, 7(3), pp. 83-108. doi: 10.48310/rsse.2026.20255.1291
CHICAGO
S. A. Hashemi and S. salimi, "Predicting academic boredom in social studies courses based on perceived learning climate, teaching quality, and teacher self-efficacy," Quarterly journal of research in social studies education, 7 3 (2025): 83-108, doi: 10.48310/rsse.2026.20255.1291
VANCOUVER
Hashemi, S. A., salimi, S. Predicting academic boredom in social studies courses based on perceived learning climate, teaching quality, and teacher self-efficacy. Quarterly journal of research in social studies education, 2025; 7(3): 83-108. doi: 10.48310/rsse.2026.20255.1291
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