A STUDY ON THE RELATIONSHIP BETWEEN STUDENTS ’ LEARNING BURNOUT AND SELF-EFFICACY AT A PRIVATE UNIVERSITY IN SHANDONG PROVINCE, CHINA

Abstract

This study aimed to explore the relationship between college students’ learning burnout and academic self-efficacy at the School of Business at a private university in Shandong Province, China, and to determine the differences between students’ learning burnout and academic self-efficacy under different demographic factors. The study mainly applied the quantitative method to survey the undergraduate students at the School of Business at this private university in Shandong Province, China. We collected a total of 406 questionnaires from the students. The study found that there are significant differences in students’ learning self-efficacy with different genders, grades, student sources, and majors in the private university of Shandong province. Female students have higher learning self-efficacy than male students; students from urban areas have higher learning self-efficacy than those from rural areas. There is no significant difference in academic burnout among different genders, but students from urban areas have higher learning burnout than those from rural areas. There is a significant negative correlation between student learning burnout and academic burnout. The study recommended that schools and administrators consider the relationship between their learning burnout and academic self-efficacy and focus on teaching and management strategies to reduce students' learning burnout and increase their academic self-efficacy through various means.