School of International Relations, Beijing International Studies University, Beijing 100024, China.
International Education College, Henan University, Kaifeng 475001, China.
Int J Environ Res Public Health. 2022 Oct 17;19(20):13403. doi: 10.3390/ijerph192013403.
The continued development of digital technology and its overuse in teaching and learning in the post-epidemic era have brought about digital health risks, which are associated with academic burnout among college students. This study focused on the relationship between classroom digital teaching and students' academic burnout and designed the Classroom Burnout Inventory (CBI) and the Classroom Burnout Causes Inventory (CBCI) to conduct a cross-sectional survey of 206 Chinese university students. Correlations and regression analyses were conducted between key factors and burnout values through a path model of "Digital teaching-Teaching & learning process-Causes subjects-Burnout". The results of the study show that an inappropriate and excessive use of unintegrated digital teaching and learning technologies in the classroom was positively correlated with academic burnout among college students. Burnout levels and the three manifestations were not correlated with students' gender, grade, and major. In terms of causes, the academic burnout of college students was more correlated with their own personal reasons than with external factors such as teachers, universities, and environments. Integrating digital technology platforms, enhancing teacher leadership in the digital classroom, and strengthening peer support and students' psychological resilience are all meaningful explorations of academic burnout prevention strategies.
在疫情后时代，数字技术的不断发展及其在教学中的过度使用带来了数字健康风险，这与大学生的学业倦怠有关。本研究关注课堂数字化教学与学生学业倦怠的关系，设计了课堂倦怠量表（CBI）和课堂倦怠成因量表（CBCI），对 206 名中国大学生进行了横断面调查。通过“数字教学-教与学过程-成因主体-倦怠”的路径模型，对关键因素与倦怠值之间进行了相关性和回归分析。研究结果表明，课堂上不恰当和过度使用未整合的数字化教学技术与大学生的学业倦怠呈正相关。倦怠水平和三个表现与学生的性别、年级和专业无关。在成因方面，大学生的学业倦怠与其自身个人原因更相关，而与教师、大学和环境等外部因素关系不大。整合数字技术平台、增强数字课堂中的教师领导力，以及加强同伴支持和学生心理弹性，都是预防学业倦怠策略的有意义探索。
