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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
This study seeks to explore the impact of learning burnout on university students’ English learning effect in the online environment. Through a large sample questionnaire survey, the study uses structural equation modelling to measure the interactions amongst university students’ English online lear...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8963801/ https://www.ncbi.nlm.nih.gov/pubmed/35360629 http://dx.doi.org/10.3389/fpsyg.2022.829193 |
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author | Yang, Gang Sun, Wenwen Jiang, Renfeng |
author_facet | Yang, Gang Sun, Wenwen Jiang, Renfeng |
author_sort | Yang, Gang |
collection | PubMed |
description | This study seeks to explore the impact of learning burnout on university students’ English learning effect in the online environment. Through a large sample questionnaire survey, the study uses structural equation modelling to measure the interactions amongst university students’ English online learning burnout (EOLB), academic self-efficacy (AEE), and teacher emotional support (TES), thereby analysing and summarising the characteristics of their impacts on students’ online learning satisfaction. The results from the data analysis show that AEE plays a mediating role between students’ EOLB and learning satisfaction, and TES plays a moderating role between students’ EOLB and AEE, which all eventually influence students’ online learning effect manifested in aspects such as behaviour, cognition, and emotion. Given the results, the study further provides suggestions for alleviating university students’ EOLB, which can be used to optimise English online teaching design and learning practice. |
format | Online Article Text |
id | pubmed-8963801 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-89638012022-03-30 Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context Yang, Gang Sun, Wenwen Jiang, Renfeng Front Psychol Psychology This study seeks to explore the impact of learning burnout on university students’ English learning effect in the online environment. Through a large sample questionnaire survey, the study uses structural equation modelling to measure the interactions amongst university students’ English online learning burnout (EOLB), academic self-efficacy (AEE), and teacher emotional support (TES), thereby analysing and summarising the characteristics of their impacts on students’ online learning satisfaction. The results from the data analysis show that AEE plays a mediating role between students’ EOLB and learning satisfaction, and TES plays a moderating role between students’ EOLB and AEE, which all eventually influence students’ online learning effect manifested in aspects such as behaviour, cognition, and emotion. Given the results, the study further provides suggestions for alleviating university students’ EOLB, which can be used to optimise English online teaching design and learning practice. Frontiers Media S.A. 2022-03-11 /pmc/articles/PMC8963801/ /pubmed/35360629 http://dx.doi.org/10.3389/fpsyg.2022.829193 Text en Copyright © 2022 Yang, Sun and Jiang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Yang, Gang Sun, Wenwen Jiang, Renfeng Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context |
title | Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context |
title_full | Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context |
title_fullStr | Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context |
title_full_unstemmed | Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context |
title_short | Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context |
title_sort | interrelationship amongst university student perceived learning burnout, academic self-efficacy, and teacher emotional support in china’s english online learning context |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8963801/ https://www.ncbi.nlm.nih.gov/pubmed/35360629 http://dx.doi.org/10.3389/fpsyg.2022.829193 |
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