The Influence of Self-esteem on College Students’Learning Burnout:A Mediation Model

We measured 324 college students’self-esteem,motivation for achievement,and learning burnout,and also we examined the inner mechanism of self-esteem’s influence on students’learning burnout.The results show:(1)There is a negative effect of self-esteem on college students’learning burnout;(2)Motivation of pursuing succeed plays partial mediating effect between self-esteem and learning burnout,but mediating effect of avoiding failure motivation between them is not significant.The study reveals that:the degree of learning burnout can be reduced by improving college students’level of self-esteem.

A Study on the Factors Influencing Learning Burnout Among College Students in an Online Teaching Environment

With the advancement of economic globalization,mobile networks and media technology are developing rapidly.Media information is manufactured and spread at any time,and people can better understand global information with the help of the media.In the Internet era,college students,overwhelmed by complex information and a lack of information discernment,are susceptible to indulging in the curated online world presented by others.At the same time,negative information such as false,violent,and pornographic also spread rapidly in various media.These phenomena impact students’media literacy and affect their mental health,thereby leading to learning burnout.This study analyzes the current situation of learning burnout among university students,explores the effective path of improving online education of college students,and provides a theoretical basis for reducing the burnout of college students and assisting students in developing a positive mentality.

An investigation about learning burnout in medical college students and its influencing factors

Purpose:To investigate the degree of learning burnout and its influencing factors in medical college and university students.Methods:The Learning Burnout Scale,Attributional Style Questionnaire,and Self-Efficacy Scale were used to investigate 679 medical college and university students.Results:The Learning Burnout Scale score was 61.33
8.28.The score for the Attributional Style Questionnaire was 0.19
1.18,and Self-Efficacy Scale score was 2.46
0.37.Selfefficacy and attributional styles were negatively correlated with learning burnout.Field of study,scholarship status,grade,and attributional style and self-efficacy total scores affected the degree of learning burnout,and explained 27%of the total variance of observed learning burnout.Conclusion:Learning burnout in students is of a moderate level.We should help and guide students according to their profession,grade,learning characteristics,and whether they have existing attributional style problems;these interventions should help to reduce learning burnout.

Mediating effect of undergraduate nursing students’ professional commitment on positive psychological capital and learning burnout

Objective:The objective of this study is to explore the mediating role of professional commitment of undergraduate nursing students between positive psychological capital(PsyCap)and learning burnout.Materials and Methods:A cluster sampling method was used to survey 442 students of a bachelor’s degree in freshman to the junior in a medical college in Shaanxi Province.Results:Professional commitment was positively related to positive PsyCap(=0.487,P<0.01),while positive PsyCap and professional commitment were negatively related to learning burnout(r=−0.456,r=−0.411,P all<0.01).There are certain mediating effects of professional commitment in the relationship between positive PsyCap and learning burnout.The mediating effect value of professional commitment is−0.065,accounting for 16.08%of the total effect.Conclusion:Nursing educators in medical colleges and universities should focus on developing and training the positive PsyCap of undergraduate nursing students,thereby enhancing and stabilizing their professional commitment level and reducing the risk of learning burnout.

Psychometric Performance of Learning Burnout Scale for Undergraduates (LBSU) in Guangdong

To analyze the psychometric performance of Learning Burnout Scale for Undergraduates(LBSU)in Guangdong province.LBSU was used to conduct the survey involving 1628 undergraduates who were selected with stratified random sampling from 7 colleges in Guangdong province.Cronbach’sαcoefficient and split-half reliability were used to analyze the internal consistency of the questionnaire.Convergent validity,discriminant validity and factor analysis were used to evaluate its structural validity.Ceiling and floor effect were used to analyze its sensitivity.Cronbach’sαcoefficient of the total questionnaire was 0.89 and cronbach’sαcoefficient of 3 dimensions were 0.73-0.78,which met with the requirements of the group comparison.Spearman-Brown split-half coefficient of the total questionnaire and 3 dimensions were 0.90,0.85,0.81,0.79,respectively,which also met with the requirements of the group comparison.Both the calibration success rate of convergent validity and discriminant validity of each dimension were 100%.Four components obtained from 20 items which cumulative variance contribution rate was 51.924%.The total score and score of each dimension were all normal distribution,without any floor or ceiling effect in dimensions.The psychometric performance of LBSU for assessing undergraduates in Guangdong province is valid and reliable.

Research Progress of College Students'Learning Burnout

Learning burnout is a common psychological problem of college students,which seriously affects college students'academic achievement and physical and mental health,wastes educational resources,and brings various hidden dangers to talent growth and social development.Starting from the definition of the concept of learning burnout,this paper introduces the dimension composition and measurement tools of college students'learning burnout,analyzes the influencing factors of college students'learning burnout,and puts forward the corresponding research prospects in view of the shortcomings of previous research.