The Relationship between the Students’ Attitude toward Distance Learning, Alienation from Studying and Emotional Burnout

Abstract

This article describes the study of the link between the students' preference for distance or traditional education and alienation from studying and emotional burnout.Additional variables such as the subjective evaluation of the success of studies, self-control, and academic control were also analysed.An empirical study was conducted on a sample of 359 students using the questionnaire to evaluate 1) preferred forms of education, 2) subjective alienation and burnout for students by E.N.Osin, 3) the scale of academic control by R.Perry and 4) the short scale of self-control by J.Tangney.Data analysis showed that a cautious, rather negative attitude toward distance learning prevailed among students, combined with a preference for traditional and mixed forms of education.Positive correlations were found between the preference for distance learning and alienation and burnout, as well as negative correlations with academic performance, self-control, and academic control.Structural equation modelling confirmed the assumption that the preference for distance learning is directly related to alienation and burnout, as well as indirectly (through burnout and alienation) and inversely related to self-control and academic control.It is concluded that under the conditions of forced distance learning at a university caused by the COVID-19 pandemic, the preference for distance learning is more typical for less successful students experiencing alienation from study and emotional burnout, combined with a lower level of academic control and self-control.