The Effect of University Students’ Academic Self-Efficacy on Academic Burnout: The Chain Mediating Role of Intrinsic Motivation and Learning Engagement
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Abstract
Academic burnout seriously affects the academic performance and mental health of college students. This study developed a multi-mediation model to investigate the relationship between academic self-efficacy and academic burnout. A total of 1431 undergraduate students (51.85% female) were recruited to participate in this study. And we used SPSS PROCESS developed by Hayes to examine the mediating role of academic self-efficacy and academic burnout. The results indicated that academic self-efficacy can negatively predict academic burnout. Moreover, intrinsic motivation and learning engagement have a significant mediating effect between academic self-efficacy and academic burnout. Finally, we constructed a model comprising four variables and found that it explained 47.62% of the variance in academic burnout. These findings can be conducive to a suitable intervention path to reduce academic burnout of Chinese college students, so as to develop effective instructional strategies to improve their learning performance.
学业倦怠严重影响大学生的学习成绩和心理健康。本研究建立了一个多中介模型来探究学业自我效能感与学业倦怠之间的关系。本研究共招募了 1431 名本科生（女生占 51.85%）参与研究。我们使用 Hayes 开发的 SPSS PROCESS 检验了学业自我效能感与学业倦怠的中介作用。结果表明，学业自我效能感可以负向预测学业倦怠。此外，内在动机和学习参与在学业自我效能感和学业倦怠之间具有显著的中介作用。最后，我们构建了一个由四个变量组成的模型，发现该模型解释了学业倦怠47.62%的变异。这些发现有助于为降低中国大学生的学业倦怠找到合适的干预路径，从而制定有效的教学策略，提高他们的学习成绩。
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