Kamaludin Nazari, Iraj Shakerinia, Reza Soltani Shal, Ashkan Naseh,
Volume 25, Issue 99 (10-2026)
Abstract
Objective:The Mediating Role of Psychological Hardiness in the Relationship between Academic Burnout, Cultural Intelligence, and Self-Efficacy among Afghan Students in Iran.Objective:The aim of the present study was to investigate the mediating role of psychological hardiness in the relationship between academic burnout, cultural intelligence, and self-efficacy among Afghan students in Iran.Method:This research was a descriptive-correlational study based on structural equation modeling (SEM). The statistical population comprised all Afghan students enrolled in universities of the Islamic Republic of Iran during the 2025–2026 academic year. Given the infinite size of the population, the sample size was estimated at 384 participants based on Cochran's formula, who were selected via convenience sampling. Data collection instruments included the Academic Burnout Questionnaire (Berso et al., 1997), the Cultural Intelligence Scale (Ang & Earley, 2004), the Psychological Hardiness Scale (Kobasa, 1982), and the General Self-Efficacy Scale (Scherer & Maddux, 1982). Data were analyzed using SPSS and SmartPLS software.Findings:The results indicated that self-efficacy (path coefficient β = 0.299) and cultural intelligence (β = 0.135) had a significant positive relationship with psychological hardiness. Furthermore, psychological hardiness exhibited a significant negative relationship with academic burnout (β = -0.323). In contrast, the direct relationships of cultural intelligence and self-efficacy with academic burnout were not statistically significant; however, their indirect relationships via psychological hardiness were significant, indicating the mediating role of psychological hardiness in the proposed model.Conclusion:The findings demonstrated that individual resources such as cultural intelligence and self-efficacy are significantly associated with psychological hardiness and academic burnout among students. These results may have practical implications for educational and support programs aimed at improving the academic and psychological well-being of students, particularly migrant student populations.
