Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context

Yang, Gang; Sun, Wei; Jiang, Renfeng

doi:10.3389/fpsyg.2022.829193

Cited by 19 publications

(10 citation statements)

References 63 publications

(71 reference statements)

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“…Analysis of causal relationships of sub-factors highlights inappropriate of the home for study and learning, the stress and concern of being infected with the coronavirus, and heavy family and work responsibilities (net effect) lead to an imbalance between work, life and study, and the difficulty of adapting the home environment to online learning (net effect). Impact of fear of infection with the coronavirus on student burn out has been reported in 21 study. This finding is consistent with the findings of 29 that the inadequacy of the home environment in online education is a problem that leads to student stress.…”

Section: Discussionmentioning

confidence: 95%

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Identification of factors affecting student academic burnout in online education during the COVID-19 pandemic using grey Delphi and grey-DEMATEL techniques

Aria,

Jafari,

Behifar

2024

Sci Rep

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The coronavirus outbreak caused most education institutions to shift to online education. One of the consequences of the pandemic and spread of online education was the prevalence of academic burnout among students has been students' academic burnout. Accordingly, it is necessary to identify the influential factors to reduce burnout. This study aimed to identify the factors affecting academic burnout and their cause-effect relationships. For this purpose, to conduct the gray Delphi technique, a questionnaire was administered to a randomly selected sample consisted of 86 graduate students of the Islamic Azad University, Science and Research Branch. In addition, a randomly selected sample of 37 graduate students filled a matrix questionnaire Collected data were analyzed using the Gray-DEMATEL technique. As a result of Gray Delphi screening, out of the 43 sub-factors identified, six sub-factors were eliminated and 37 sub-factors in 7 main factors were determined as factors affecting students' academic burnout. Analysis of the collected data using the Grey-DEMATEL technique revealed that among the seven main factors, Technology infrastructure, institutional facilities, and faculty characteristics are in the net cause category, respectively. The classroom environment and course structure, the social-emotional factor, the characteristics of students, and the home and family environment are in the net effect category. Technology infrastructure is the most influential factor that affects other factors. Identifying effective factors and the causal relationships between them have significant implications for policymakers and academic planners to prevent and reduce student burnout in online environment by focusing on the most influential factors.

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Section: Discussionmentioning

confidence: 95%

“…The high level of prevalence and severity of academic burnout among online students during the Covid-19 pandemic has been reported by numerous studies 13 , 18 – 21 . Pavlakis and Kaitelidou (2012) showed that distance learning can lead to problems such as depression, stress and burnout 22 .…”

Section: Introductionmentioning

confidence: 82%

Identification of factors affecting student academic burnout in online education during the COVID-19 pandemic using grey Delphi and grey-DEMATEL techniques

Aria,

Jafari,

Behifar

2024

Sci Rep

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“…for Chinese college students. The research that has already been done includes Charkhabi, Azizi Abarghuei, and Hayati (2013); Lee, Jeon, Lee, and Jeon (2015); Rohmani and Andriani (2021) and Yang, Sun, and Jiang (2022) Lee, & Podsakoff, 2003). I study so badly that I really want to give up.…”

Section: Literature Reviewmentioning

confidence: 99%

Translation, cross-cultural adaptation and validation of the MBI-SS questionnaire for Chinese art students

Meng,

Fah

2024

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The 16-item Maslach Burnout Inventory-Student Survey (MBI-SS) was translated into simplified Chinese (MBI-SS-C) and tested for reliability and validity among Chinese art college students. A sample of 437 students from a Beijing art college was analyzed. The MBI-SS-C with 16 items shows relatively poor psychological measurement characteristics for items 2 and 7. The remaining 14 items showed good validity and reliability after being removed. Confirmatory factor analysis confirmed the structural validity of the 14-item MBI-SS-C. The Cronbach alpha for the MBI-SS-C was 0.854, with the three subscales having Cronbach alpha of 0.898, 0.890 and 0.902. The 14-item MBI-SS-C has a moderate correlation with general self-efficacy (GSE) and high concurrent validity. The 14-item MBI-SS-C is a reliable tool for evaluating burnout in Chinese art college students and is simple and effective.

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“…For this reason, universities are increasingly relying on digital formats for learning as part of their training and further education. Many studies showed that online learning is available at a large number of universities, but these can vary considerably depending on the type, sponsorship, and size of the universities [53,54]. In recent years, online learning has been developed, tested, and used many times at universities of applied sciences [55].…”

Section: Online Learning At Universities Of Applied Sciencesmentioning

confidence: 99%

Students’ Perceptions of Online Learning in the Post-COVID Era: A Focused Case from the Universities of Applied Sciences in China

Zhang

Chen²

2023

Sustainability

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Currently, while most universities around the world have returned to offline teaching, most universities in China are still using online teaching. In the current educational context, Chinese universities switch between online and offline teaching modes at any time depending on the epidemic situation in their city. This paper discusses students’ perceptions of online learning in the post-COVID era in China. Based on the data collected from student questionnaires, the teaching and learning situation in the post-COVID era and student preferences for online learning are discussed. In addition to this, the statistics program JMP was used to perform the data analysis. The correlations among study characteristics, socio-economic factors, organisational and didactic design, and the acceptance and use of online learning are analysed. The results show that students spend more time in university courses in the post-COVID era than in previous academic years. Students prefer to study alone and at individual times that are set by themselves. Study characteristics and the socio-economic situation of the students are not related to the acceptance and usage behaviour of online learning. The organisational and didactic design of online learning is correlated with its acceptance. In the end, the reflection on opportunities for online learning in the post-COVID era is concluded.

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Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context

Cited by 19 publications

References 63 publications

Identification of factors affecting student academic burnout in online education during the COVID-19 pandemic using grey Delphi and grey-DEMATEL techniques

Identification of factors affecting student academic burnout in online education during the COVID-19 pandemic using grey Delphi and grey-DEMATEL techniques

Translation, cross-cultural adaptation and validation of the MBI-SS questionnaire for Chinese art students

Students’ Perceptions of Online Learning in the Post-COVID Era: A Focused Case from the Universities of Applied Sciences in China

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