The Relationship Between Effort–Reward Imbalance and Learning Engagement: The Chain-Mediating Role of Academic Self-Concept and Academic Burnout

Abstract

This study aimed to investigate the relationship between effort–reward imbalance and learning engagement and the chain mediating role of academic self-concept and burnout in this relationship. A total of 1030 adolescent students were assessed via the Effort–Reward Imbalance for Learning Scale, the General Academic Self Scale for Adolescents, the Adolescent Learning Burnout Scale, and the Utrecht Work Engagement Scale-Student. (1) Effort–reward imbalance, learning engagement, academic self-concept, and academic burnout were significantly correlated. (2) Although the direct effect of effort–reward imbalance on learning engagement was not significant, the chain mediating role of academic self-concept and academic burnout in the relationship between effort–reward imbalance and learning engagement was significant. Effort–reward imbalance predicts learning engagement via the chain mediating role of academic self-concept and burnout. Teachers and parents should pay attention to the potential impact of students' negative academic self-concept and burnout induced by the effort-reward imbalance on learning engagement.