Introduction and goal: The present study was conducted with the aim of determining the effect of perceived social support and adaptation to school in predicting academic burnout of male students.
Research methodology: The method of the current research was a correlational description. The statistical population included all male students of the second year of secondary school in the city of Saqqez in the academic year 2023, who were selected through the available sampling method of 100 eligible people and based on the entry and exit criteria. To measure the studied variables, the academic burnout questionnaires of Bresso et al. (2007), perceived social support by Zimmet (1988), compatibility with students Sinha and Sink (1993) were used. The analysis of the research data was done using the methods of Pearson's correlation coefficient and step-by-step regression analysis with SPSS version 23 software, and the significance level of the tests was considered to be 0.05.
Findings: The findings showed that perceived support had a negative and significant relationship with academic burnout and a positive and significant relationship with the component of adaptation to school. Also, there was a negative and significant relationship between adaptation to school and academic burnout.
Conclusion: The results of this research confirm the essential role of perceived social support and adaptation to school in academic burnout. Because academic burnout is an obstacle for students' academic progress. It is necessary for those involved in education to formulate and implement a preventive program in the field of increasing the mentioned variables.