Unveiling the moderating effect of class problematic mobile phone use on learning burnout and state boredom: A linear mixed-effects model

Abstract

This study utilized a questionnaire approach to investigate college students' learning burnout, problematic mobile phone use, and state boredom. Data from 2888 students (M_age = 19.48, SD = 1.10; 2046 females, 842 males) across 42 classes were analyzed using mixed linear models. Results showed: (1) After controlling for gender and age, learning burnout positively predicted state boredom; (2) Class-level problematic mobile phone use significantly moderated this relationship, with stronger effects in classes with higher levels of problematic use. These findings highlight the importance of the classroom environment for students' mental health, aiding in understanding burnout mechanisms and facilitating intervention strategies to enhance learning motivation and mental well-being.