Factors impacting student learning burnout: analysis using structural equation modeling

Abstract

Learning burnout has various symptoms including fatigueand difficulty experiencing positive learning emotions, and it is associated with negative consequences such as melancholy, anxiety, and risky behaviors such as absenteeismand school dropout. This study examines proposed relationships among variables influencing student learning burnout, focusing on academic self-efficacy, mobile phone addiction, and perceived social support, and it investigates both the direct and indirect effects of these variables on learning burnout. The study participants were 720 undergraduate students from Loei Rajabhat University, who completed a self-report survey to measure the variables of academic self-efficacy, mobile phone addiction, perceived social support, and learning burnout. Structural equation modeling was then used to analyze the relationships among these variables. Higher academic self-efficacy and stronger perceived social support are associated with lower levels of learning burnout, whereas mobile phone addiction is positively correlated with learning burnout. These findings suggest that interventions that promote academic self-efficacy and perceived social support and reduce mobile phone addiction could be effective strategies for alleviating learning burnout. This study sheds light on the complex interplay between psychological factors and learning burnout. Notably, academic self-efficacy, strong social support, and responsible mobile phone use are key influences that can alleviate learning burnout.