RESUMO
Background: The phenomenon of university students' learning burnout has attracted the research of many scholars because of its typicality. This study aims to explore the relationship between life satisfaction, academic motivation, social support and learning burnout among university students and its underlying mechanisms. Methods: A total of 1917 university students participated in this cross-sectional study. Research instruments included the Adolescent Student Life Satisfaction Scale, University Students' Academic Motivation Questionnaire, Adolescent Learning Burnout Scale and Adolescent Social Support Scale. The data analysis comprised descriptive statistics, correlation analyses, and assessment of multicollinearity through Variance Inflation Factor (VIF). Advanced analyses were conducted using Model 4 for mediation and Model 1 for moderation from the PROCESS macro. Results: (1) life satisfaction significantly and positively predicts academic motivation; (2) academic motivation significantly and negatively predicts learning burnout; and (3) life satisfaction significantly and negatively predicts learning burnout; (4) academic motivation partially mediates the effect of life satisfaction on learning burnout; and (5) social support plays a moderating role in the effect of academic motivation on learning burnout. Discussions: These results illuminate the complex web of relationships among life satisfaction, academic motivation, social support, and learning burnout. The partial mediating role of academic motivation underscores its significance in the link between life satisfaction and learning burnout. Additionally, the moderating impact of social support emphasizes its role in ameliorating or exacerbating the effects of academic motivation on learning burnout. Conclusion: These findings can help researchers and educators better understand the underlying mechanisms between life satisfaction and learning burnout. Meanwhile, the results of the study can provide practical and effective operational suggestions for preventing and intervening in university students' learning burnout and improving their academic motivation.
RESUMO
Introduction: Smartphone dependence is closely related to the physical and mental health development of undergraduates and their learning. The purpose of this study was to explore the relationship between smartphone dependence, academic adaptability, self-efficacy and learning burnout among undergraduates and its underlying mechanisms. Methods: The study was conducted on 2,110 undergraduates using the Smartphone Dependence Scale, the Undergraduates Learning Adjustment Scale, the Learning Burnout Undergraduates Scale and the Self-Efficacy Scale to develop a mediation model and a moderation model. Results: The findings of this study revealed that (1) smartphone dependence significantly negatively predicted academic adaptability; (2) academic adaptability significantly negatively predicted learning burnout; (3) smartphone dependence significantly positively predicted learning burnout; (4) academic adaptability partially mediated the effect of smartphone dependence on learning burnout; (5) self-efficacy played a moderating role in the effect of academic adaptability on learning burnout. Conclusion: These findings can help researchers and educators better understand the underlying mechanisms between smartphone dependence and learning burnout in undergraduates.
RESUMO
Background: With the popularization of higher education, the problems of academic adaptability and learning burnout among college students have become increasingly prominent. The purpose of this study was to investigate the relationship between academic adaptability, learning burnout, self-esteem and self-efficacy of college students and their underlying mechanisms. Methods: The study was conducted on 2110 college students using the College Student Learning Adjustment Scale, the Learning Burnout Undergraduates Scale, the Self-Esteem Scale, and the Self-Efficacy Scale to establish a mediating model of adjustment. SPSS 26.0 was used for descriptive statistics and Pearson correlation analysis. Model 4 and Model 14 in the process plug-in prepared by Hayes (2017) were used for mediating effects analysis and moderating mediator analysis respectively, and the significance of the mediating effects was tested using the bias-corrected percentile Bootstrap method. Results: (1) academic adaptability significantly and positively predicted self-esteem; (2) self-esteem significantly and negatively predicted learning burnout; (3) academic adaptability significantly and negatively predicted learning burnout; (4) self-esteem partially mediated the effect of academic adaptability on learning burnout; and (5) self-efficacy moderated the latter half of the mediation process of academic adaptability-self-esteem-learning burnout. Conclusion: These findings are useful for college educators and related researchers to better understand the mechanisms underlying the relationship between academic adaptability and learning burnout, thus providing practical and effective operational suggestions on the prevention and intervention of learning burnout in college students.
