Foreign Languages College, Inner Mongolia University, Hohhot, Inner Mongolia, China.
Foreign Languages College, Inner Mongolia University, Hohhot, Inner Mongolia, China.
Acta Psychol (Amst). 2024 Aug;248:104394. doi: 10.1016/j.actpsy.2024.104394. Epub 2024 Jul 14.
This study examined the role of learning engagement and academic self-efficacy in the feelings of burnout among English as a foreign language (EFL) students from China (N = 197). Three closed-ended scales were employed in the quantitative phase of this study to explore the relationship between the latent variables. Additionally, a hypothetical model was created and verified using Pearson's correlation analysis, structural equation modeling (SEM), path analysis, and mediating effect test. The investigation results demonstrated that while learning engagement was positively correlated with medium levels of academic self-efficacy, student burnout was inversely correlated with both variables. Among Chinese EFL students, academic self-efficacy and learning engagement are predictive of burnout, and learning engagement can act as a mediator to reduce the impact of academic self-efficacy on burnout. The implications for EFL teaching and learning are discussed in light of those findings, including enhancing EFL students' self-efficacy to reduce pessimism and increase academic achievement.
本研究考察了学习投入和学业自我效能感在中国英语作为外语（EFL）学生的倦怠感中的作用（N=197）。在这项研究的定量阶段，使用了三个封闭式量表来探索潜在变量之间的关系。此外，还使用 Pearson 相关分析、结构方程建模（SEM）、路径分析和中介效应检验创建和验证了一个假设模型。调查结果表明，学习投入与中等水平的学业自我效能感呈正相关，而学生倦怠感与这两个变量均呈负相关。在中国的 EFL 学生中，学业自我效能感和学习投入是倦怠感的预测因素，学习投入可以作为中介因素，减轻学业自我效能感对倦怠感的影响。根据这些发现，探讨了对 EFL 教学的影响，包括提高 EFL 学生的自我效能感，以减少悲观情绪并提高学业成绩。
