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. 2022 Mar 11:13:829193.
doi: 10.3389/fpsyg.2022.829193. eCollection 2022.

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

Gang Yang  1 , Wenwen Sun  2 , Renfeng Jiang  1
Affiliations

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

Gang Yang et al. Front Psychol. .

Abstract

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.

Keywords: EFL learning; academic self-efficacy; learning burnout; online learning context; teacher emotional support.

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Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

FIGURE 1
FIGURE 1
The proposed moderated mediation model.
FIGURE 2
FIGURE 2
The path model for the relationship amongst university students’ English online learning burnout, academic self-efficacy, and learning satisfaction. EX, exhaustion; CY, cynicism; Ref, reduced efficacy; LA, learning ability; LB, learning behaviour; LS, learning satisfaction.
FIGURE 3
FIGURE 3
The path model for the relationship amongst teacher emotional support, university students’ English online learning burnout, and academic self-efficacy. EX, exhaustion; CY, cynicism; Ref, reduced efficacy; PC, positive climate; TS, teacher sensitivity; RAP, regard for adolescent perspective; LA, learning ability; LB, learning behaviour. ***P < 0.001.
FIGURE 4
FIGURE 4
Moderating effect of teacher emotional support.
See this image and copyright information in PMC

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