| Autor: |
Thuy Dung Pham Thi, Nam Tien Duong |
| Jazyk: |
angličtina |
| Rok vydání: |
2024 |
| Předmět: |
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| Zdroj: |
BMC Psychology, Vol 12, Iss 1, Pp 1-15 (2024) |
| Druh dokumentu: |
article |
| ISSN: |
2050-7283 |
| DOI: |
10.1186/s40359-024-01725-6 |
| Popis: |
Abstract This study aims to move away from the cross-sectional approach related to burnout and conduct a longitudinal study to explore the factors influencing learning burnout among management students. The study primarily adopts a questionnaire survey, with students majoring in business management. Descriptive statistics and structural equation modeling (SEM) are used to analyze the data and validate the hypotheses. The findings are: (1) There is a significant negative relationship between English anxiety and self-efficacy and a significant positive relationship between past English learning performance and self-efficacy. (2) The changes in self-efficacy are negatively related to the changes in burnout, while the changes in workload are positively related to the changes in burnout. Additionally, there is a positive relationship between English anxiety and learning burnout. (3) There is a significant negative relationship between English learning performance and burnout. The direct impact of self-efficacy on English learning performance is not supported, but it has an indirect effect through the mediating role of burnout. The study proposes strategies to improve student outcomes and well-being: (1) making English courses more engaging to boost performance and confidence, reducing learning burnout; (2) encouraging and supporting students to enhance self-efficacy and motivation; (3) assigning tasks seen as useful and interesting to lessen perceived workload and emotional exhaustion; (4) and considering English anxiety in admissions to decrease learning burnout, especially as schools gain more autonomy in their policies. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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