Yin Yufan, Toom Auli, Parpala Anna
Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
Front Psychol. 2022 Oct 13;13:941024. doi: 10.3389/fpsyg.2022.941024. eCollection 2022.
International students study in new, unfamiliar teaching-learning environments (TLEs) and may thus experience study-related burnout. However, little research exists on the relationship between perceptions of the TLE and such burnout, especially among international students. Nevertheless, one key factor is thought to be students' approaches to learning. This study investigated the relationship between international students' perceptions of the TLE, approaches to learning and study-related burnout and how these approaches mediate the relationship between perceptions of the TLE and burnout. The data were collected among international students (n = 162) in a research-intensive Scandinavian university and analyzed using confirmatory factor analyses and structural equation modelling. The results indicated that international students' study-related burnout correlated negatively with perceptions of the TLE (alignment, interest and relevance, constructive feedback and peer support). Their study-related burnout was positively related to the unreflective approach to learning and negatively related to the deep approach to learning and organized studying. The study proved that approaches to learning acted as mediators between perceptions of the TLE and study-related burnout. The findings indicated that how the dimensions of study-related burnout were affected by different constructs of perceptions of the TLE and approaches to learning among international students. Based on these findings, the study provides implications for improving teaching. Future research should focus on the relationship between the deep approach to learning and exhaustion and how peer support affects study-related burnout.
国际学生在全新的、不熟悉的教学学习环境（TLEs）中学习，因此可能会经历与学习相关的倦怠。然而，关于对TLEs的认知与这种倦怠之间的关系，尤其是在国际学生中的研究却很少。尽管如此，一个关键因素被认为是学生的学习方法。本研究调查了国际学生对TLEs的认知、学习方法与学习相关倦怠之间的关系，以及这些方法如何在对TLEs的认知与倦怠之间起中介作用。数据收集于一所研究密集型的斯堪的纳维亚大学的国际学生（n = 162）中，并使用验证性因素分析和结构方程模型进行分析。结果表明，国际学生与学习相关的倦怠与对TLEs的认知（一致性、兴趣和相关性、建设性反馈和同伴支持）呈负相关。他们与学习相关的倦怠与非反思性学习方法呈正相关，与深度学习方法和有条理的学习呈负相关。该研究证明，学习方法在对TLEs的认知与学习相关倦怠之间起中介作用。研究结果表明了国际学生中与学习相关的倦怠维度是如何受到对TLEs的不同认知结构和学习方法的影响。基于这些发现，该研究为改进教学提供了启示。未来的研究应关注深度学习方法与疲惫之间的关系，以及同伴支持如何影响与学习相关的倦怠。
