Learning Burnout Research Articles

Is steady job important? The Study of the Relationship among Teacher Calling, Learning Burnout and Career Hope of Pre-service teacher —A study of one University of Arts

<p>本研究旨在探討師資生教職召喚、學習倦怠與生涯希望感之關係，並以北部某藝術大學學生為研究對象，欲了解不同年級之差異情形。研究方法以問卷調查法，回收問卷共278份。研究工具共計四個部分，包含「個人基本資料表」、「教職召喚量表」、「學習倦怠量表」與「生涯希望感量表」。所得資料以描述性統計、單因子變異數分析、皮爾森積差相關以及多元逐步回歸進行分析。研究結果發現藝術大學師資生不同年級在教職召喚、學習倦怠與生涯希望感無顯著差異；除教職召喚之「利己主義」與學習倦怠無相關，其餘變項皆達顯著相關水準；藝術大學師資生教職召喚可正向預測生涯希望感；而學習倦怠中除身心耗竭外，皆對生涯希望感有負向預測。最後，根據上述量化研究結果進行討論，並針對藝術大學之師資生、相關處室提出建議，作為後續參考。</p> <p> </p><p>This study aims to study the relationship between teacher calling, learning burnout and career hope among students from the art university of northern Taiwan of Grades. The research method was questionnaire survey and 278 participants participated in this research. The research tools included: "Basic Personal Information ", "Teacher Calling Scale", "Learning Burnout Scale" and "Career Hope Scale". The obtained data were analyzed by descriptive statistics, One-way ANOVA, Pearson Correlation, and Multiple regression analysis. The research results are as follows: There were no significant differences in teacher calling, learning burnout, and career hope among art university pre-service teachers of grades.Except for "Egoism" of teacher calling and learning burnout, all the variables have reached significant correlation levels; teacher calling had significant positive effect on career hope; Except for "Emotional and physical exhaustion", learning burnout had significant negative effect on career hope.</p> <p> </p>

Investigation and Analysis on Learning Burnout of Local College Students in China

The phenomenon of learning burnout is widespread among college students, which seriously affects their academic performance and hinders their physical and mental health development. In order to study the causes of college students' learning burnout and its impact, this project designed a questionnaire according to the current situation of learning burnout and conducted a pre-survey by combining online and offline. Taking college students in Anyang as the survey object, 443 formal questionnaires were distributed, and 381 were effectively recovered, with an effective recovery rate of 86%. Then, the reliability of the questionnaire is tested, and in-depth research is carried out from three modules: personal basic information, causes of learning burnout and effects of learning burnout. Using descriptive statistics to analyze the basic situation of the questionnaire, analyze the causes of learning burnout, and further analyze the influence of learning burnout according to the data. Finally, according to the above research and the current situation of college students' learning burnout, some suggestions are put forward for college students to avoid falling into learning burnout.

Predicting student burnout in blended environments: a complementary PLS-SEM and machine learning approach

ABSTRACT Despite student burnout has attracted the attention of researchers and practitioners in education and psychology, little is known about the factors that contribute to it in blended contexts. This research aims to formulate and verify a predictive model elucidating how social support and self-regulated learning predict student burnout within blended learning contexts. Utilizing data collected from a sample of 303 students, a complementary method that combines partial least squares structural equation modeling (PLS-SEM) with machine learning (ML) algorithms was implemented. The favorable impact of perceived social support and self-regulated learning in mitigating burnout was demonstrated by the PLS results. Additionally, it was discovered that self-regulated learning fully mediates the correlation between offline social support students received and learning burnout. Furthermore, the employed ML algorithms achieved a prediction accuracy rate exceeding 70% in the majority of cases. Employing a complementary analytical method is believed to offer a substantial contribution to the current body of research on learning burnout generally and blended learning in particular.

The relationship between explicit and implicit educational values and learning burnout among senior high school students

This study aimed to demonstrate the relationship between explicit and implicit educational values and learning burnout among senior high school students in China. Using stratified cluster sampling, 768 students from six high schools participated in a survey on explicit educational values and learning burnout. The Single Category Implicit Association Test (SC-IAT) explored students’ implicit attitudes toward educational values. The results showed that an emphasis on economic benefit was placed first among all explicit educational values. In contrast, the external value of education was more likely to be recognized in implicit educational values. Explicit and implicit educational values were significantly negatively correlated with learning burnout. However, there were no significant correlations between the explicit and implicit educational values, suggesting that the two belong to relatively independent psychological structures.

The adjustment mechanism of social support, learning burnout, and learning motivation of higher vocational college students

The purpose of this study is to explore the relationship among higher vocational college (HVC) students’ social support (SS), learning burnout (LB), and learning motivation (LM), and to further explore the influence regulation mechanism. By analyzing the questionnaire survey data of 500 HVC students, this study found some important conclusions. First, a positive correlation is found between SS and LM, whereas LB exhibits a negative correlation with LM. Second, regression analysis results indicate significant influences of SS and LB on LM, with the latter serving as a partial intermediary between SS and LM. Lastly, analysis of group disparities reveals noteworthy distinctions in SS, LB, and LM across students of varying grades. These discoveries underscore the pivotal roles of SS and LB in molding the LM of HVC students, offering valuable insights for educational practices and policy recommendations. This study benefits the understanding of the key factors in the learning process of HVC students and provides a new direction for further research.

Kejenuhan Belajar dan Prokrastinasi Akademik terhadap Kemampuan Pemecahan Masalah Matematika

This study used multiple linear regression data analysis techniques to determine the effect of learning burnout and academic procrastination of students, both individually and together, on mathematical problem-solving abilities. The study was conducted on 88 students of class X of SMA Muhammadiyah 1 Palangka Raya, who were selected by simple random sampling. Data collection used a test for problem-solving abilities and a questionnaire for each learning burnout and academic procrastination. Before conducting multiple linear regression, prerequisite tests were carried out, namely: normality test, heteroscedasticity test, linearity test, autocorrelation test, and multicollinearity test. After meeting the prerequisite tests, the analysis was carried out and the results obtained were that there was an effect of learning burnout on students' mathematical problem-solving abilities, there was an effect of academic procrastination on students' mathematical problem-solving abilities, and there was an effect of learning burnout and academic procrastination together on the mathematical problem-solving abilities of class X students of SMA Muhammadiyah 1 Palangka Raya.

Peer victimization and learning burnout among adolescents: roles of depression and nature connectedness

ABSTRACT This study investigated how depression mediates and nature connectedness moderates the relationship between peer victimization and learning burnout among Chinese adolescents. The survey of 902 adolescents found that the positive association between peer victimization and learning burnout was mediated by depression. Nature connectedness reduced depression in peer-victimized adolescents. Adolescents with low nature connectedness are more likely to experience learning burnout. However, increased levels of nature connectedness enhanced the effect of peer victimization on learning burnout. This study clarifies the relationships between adolescents’ peer victimization, depression, and learning burnout, as well as the role of nature connectedness in this context.

The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments

Language environments play a crucial role in foreign language learning. Increasing Chinese students choose to attend joint venture colleges where a foreign language is predominantly used. Naturally, the language environment in these institutions differs from that of traditional colleges where Chinese is exclusively used, potentially leading to differences in foreign language anxiety (FLA). However, these differences have not been examined. Although students with higher FLA levels tend to experience heightened learning burnout and reduced psychological capital, a protective factor against the negative impacts of difficulties and challenges, it remains unknown the relationships among these variables in these two types of college students. This study addressed these questions by measuring the FLA levels, learning burnout, and psychological capital of 260 joint venture college students and 267 traditional Chinese college students. Results showed that FLA levels were significantly higher in traditional Chinese college students, psychological capital partially mediated the relationship between FLA and learning burnout in both groups, and school type moderated the path from FLA to psychological capital. These results suggest that psychological capital can mitigate the impact of FLA on learning burnout and these mitigating effects are influenced by language environment. Practical implications for school administrators and instructors are discussed.

Longitudinal correlates of learning burnout among Chinese adolescents during the COVID-19 pandemic: A cross-lagged panel network analysis

BackgroundLearning burnout as a serious psychological distress problem among adolescents during the COVID-19 pandemic was investigated using the cross-lagged panel network models. MethodsA three-wave study using a sample of 11 to 18-year-olds in China was conducted, with baseline data collected in June 2020 (n = 4156) and follow-ups in December 2020 (n = 3209) and August 2021 (n = 2324). Two temporal cross-lagged panel network models were computed to analyze adolescent learning burnout over time. ResultsThe predictive pathway of adolescent learning burnout demonstrates significant temporal specificity. In the early outbreak period, Positive thinking, Appreciation of life and Depression are the most influential predictive symptoms. In the normalized epidemic prevention period, Goal planning, Affect control and Positive thinking are the most influential predictive symptoms. However, during this period, the extent to which adolescent learning burnout is predicted by other symptoms in the networks is significantly reduced. LimitationsThe samples used in this study are not expected to be nationally representative, and therefore the generalizability of the results may be limited. ConclusionsThese findings highlight the predictive roles of Positive thinking, Appreciation of life, and Depression in adolescent learning burnout and the importance of timely intervention on these symptoms in the early outbreak period of public health emergency similar to the COVID-19 pandemic. Findings also illustrate the essentiality of eliminate unstable factors in the school environment during the normalized epidemic prevention period.

Mitigating Undergraduate Learning Burnout: Development of an Assessment Tool and Positive Thinking Training Program

The purposes of the current study were to 1) develop a learning burnout assessment for Thai undergraduate students and 2) examine the effects of a positive thinking training program on Thai undergraduate students’ learning burnout. The study was divided into two parts: the instrumental development of the assessment tool and the implementation of the positive thinking training program. The first part involved 250 undergraduate students selected using a multi-stage sampling method. The second part involved implementing the positive thinking training program with 25 participants. The results led to the creation of a learning burnout assessment tool for Thai undergraduate students, encompassing the components of emotional exhaustion, social disengagement, and academic workload. The assessment tool demonstrated content validity, construct validity, and reliability. Additionally, the positive thinking training program effectively reduced learning burnout among participants. This study contributes to the field by introducing a validated learning burnout assessment tool in the Thai educational context and demonstrating the benefits of psychological training in reducing learning burnout.

Understanding the relationships among adolescents’ internet dependence, reward, cognitive control processing, and learning burnout: a network perspective in China

Alterations in the reward and cognitive control systems are commonly observed among adolescents with internet dependence (ID), and this impairment is often accompanied by social dysfunctions, such as academic burnout. However, the intercorrelations among ID, reward, cognitive control processing, and learning burnout remain unclear. We recruited 1074 Chinese adolescents to investigate the complex interrelationships among these variables using network analysis. The resulting network revealed patterns that connected ID to the behavioral inhibition/activation system (BIS/BAS), self-control, and learning burnout; these results exhibited reasonable stability and test–retest consistency. Throughout the network, the node of BAS-drive was the critical influencing factor, and the node of self-control was the protection factor. In addition, several symptoms of learning burnout and ID were positively associated with sensitivity to punishment. As revealed by the network comparison test, the network constructed among internet dependent (ID) group differed from the network constructed among internet nondependent (IND) group not only in the edges between BIS and learning burnout but also in terms of the edges associated with learning burnout. In conclusion, this study provides insights into the complex mechanisms underlying ID among adolescents from the perspective of the network relationships between core influencing factors and negative consequences. It validates the dual-system model of risky behavior among adolescents and offers a foundation for early warning and interventions for ID in this context.

Exploring an online learning burnout assessment model based on learning behavior data

Exploring an online learning burnout assessment model based on learning behavior data

Measures to Overcome High School Students English Learning Burnout

Measures to Overcome High School Students English Learning Burnout

Unified and distinct cognitive control deficits in adolescents with cognitive disengagement syndrome and learning burnout.

Cognitive disengagement syndrome (CDS) is a psychological disorder characterized by daydreaming, mental fogginess, and slow thinking, while learning burnout (LB) is characterized by a passive and inattentive attitude toward learning. These two disorders are closely related but can be challenging to differentiate from one another. The present study aimed to identify shared and distinct cognitive control deficits between CDS and LB. We recruited 136 adolescents (aged 14 to 17 years) from an initial screening of CDS and LB (N = 476) and divided them into four groups: CDS, LB, CDS + LB, and typically developing control. After a second screening, 129 adolescents completed two tasks to assess their attentional networks and cognitive control capacity (CCC). Adolescents with high CDS symptoms (both CDS group and CDS+LB group) exhibited impaired disengaging effect of attention and lower CCC, indicating deficits in orienting attention and the upper limit of information processing for cognitive control specifically. Furthermore, support vector machine modeling identified CCC as the most significant parameter differentiating the CDS and LB groups. Our findings suggest that while adolescents with high CDS and high LB symptoms have similar outward manifestations in the adolescent's school life, deficits in attention and cognitive control, particularly in the CCC, may distinguish between the two groups.

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

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.

The relationship between mobile phone dependence and academic burnout in Chinese college students: a moderated mediator model.

The aim of this study was to examine the correlation between the level of mobile phone dependence among college students and their experience of academic burnout. Additionally, the study sought to explore the potential mediating effect of study engagement and the moderating role of love. During October and December 2023, a cross-sectional study measuring mobile phone dependence, academic burnout, and study engagement among Chinese college students, using the UtrechtWork Engagement Scale-student (UWES-S), College Student Mobile Phone Dependence Questionnaire (CSMPDQ), and Academic Burnout Questionnaire (ABQ). To examine the hypothesis of mediating and moderating effect, SPSS PROCESS was utilized. The predictive effect of mobile phone dependence on academic burnout was significant (β = 0.410, t = 14.236, p < 0.001), and the predictive effect of mobile phone dependence on academic burnout remained significant when the mediating variable study engagement was introduced (β = 0.308, t = 10.288, p < 0.001), mobile phone dependence had a significant predictive effect on study engagement (β = -0.292, t = -11.639, p < 0.001), and study engagement had a significant positive predictive effect on academic burnout (β = -0.270, t = -9.028, p < 0.001). Love significantly negatively predicted study engagement (β = -0.564, t = -9.641, p < 0.001); and the interaction term for mobile phone dependence and love was significant (β = -0.211, t = -3.688, p < 0.001), indicating a significant moderating effect of love between mobile phone dependence and study engagement. Mobile phones among college students has been found to have a direct correlation with academic burnout. It can also indirectly contribute to academic burnout by diminishing levels of academic engagement. This indirect relationship is further influenced by love. These findings can help researchers and educators better understand the underlying mechanisms between smartphone dependence and learning burnout in undergraduates.

A Study on the Relationship between Chinese Academic Attribution and Learning Burnout among Chinese Language Learners of International Students in China

This study aims to investigate the specific situation and relationship between academic attribution and learning burnout among 413 international Chinese learners in Hunan University, and to help teachers understand students' psychological activities and negative emotions, so as to use scientific methods to intervene, alleviate students' burnout, cultivate correct attribution methods, and Improve students' self-confidence in learning, improve the teaching quality and efficiency of teachers of Chinese as a foreign language, and promote the all-round development of Chinese learners. In this study, 413 international Chinese learners from Hunan University were analyzed using the SPSS27.0 valid questionnaire. Descriptive statistical analysis, correlation analysis, regression analysis and other methods were used to explore the academic attribution and learning burnout of international Chinese learners in Hunan University and the relationship between them, and to understand the differences between them in different demographic variables. The results show that: (1) Individual differences such as gender, country, Chinese language proficiency, study time, and time in China have different levels of effects on academic attribution and learning burnout of Chinese learners; (2) There was a correlation between academic attribution and learning burnout among Chinese learners. (2) Academic attribution of Chinese learners has a significant predictive effect on learning burnout, and luck attribution has the most significant positive predictive effect on learning burnout.

The Overview of the Condition of Student Learning Burnout Behavior in Senior High School Level

The Overview of the Condition of Student Learning Burnout Behavior in Senior High School Level

大学生手机成瘾对学习倦怠的影响

To explore the relationship and mechanism of mobile phone addiction, self-control and learning burnout among college students, 1077 college students were measured by College Students’ Mobile Phone Addiction Tendency Scale, College Students’ Learning Burnout Scale and Self-Control Scale, and the data were analyzed by latent variable structural equation model in this paper. It finds that (1) Mobile phone addiction was positively correlated with learning burnout and its sub-dimensions, and negatively correlated with self-control and its sub-dimensions (P &lt; 0.001). (2) Self-control played a significant moderating role between mobile phone addiction and learning burnout (β = 0.11, P &lt; 0.001); (3) When self-control was high, mobile phone addiction had no significant effect on learning burnout (β = 0.06, P &gt; 0.05). When self-control was low, mobile phone addiction had a significant effect on learning burnout (β = -0.16, P &lt; 0.001). With the increase of mobile phone addiction, learning burnout decreased to a certain extent, but there was always strong learning burnout in the case of low self-control. College students’ mobile phone addiction has a positive impact on learning burnout, and self-control can regulate the relationship between mobile phone addiction and learning burnout.

입시 체육 배경에서 중국 중학생 체육수업에 지각된 교사지지와 학습탈진의 구조적 관계

입시 체육 배경에서 중국 중학생 체육수업에 지각된 교사지지와 학습탈진의 구조적 관계