Metacognitive Ability and Learning Burnout in College Students: Chain Mediation Through Learning Engagement

Abstract

Learning burnout is an important factor affecting the quality of learning. Current research indicates that learning burnout is closely related to metacognitive ability and learning engagement, yet the influencing mechanisms among the three remain unclear. About 431 college students participate in the study. According to self-regulated learning theory and social cognitive theory, this study explores the chain mediating role of learning engagement between metacognitive ability and learning burnout. The results show that: Metacognitive ability and learning engagement negatively correlate with learning burnout, while metacognitive ability positively correlates with learning engagement. Metacognitive ability negatively predicts learning burnout through the chain mediating role of learning engagement. The findings provide theoretical support and practical guidance for reducing learning burnout among college students.