Zhang Meng, Fah Lay Yoon
Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia.
Front Psychol. 2025 Jan 7;15:1432796. doi: 10.3389/fpsyg.2024.1432796. eCollection 2024.
Art college students are under special pressure from a few sources, including study, employment, friends, emotions, family relations and other aspects. This can lead to a reasonable degree of learning burnout among art college students, which will have a negative impact on their physical and mental health, as well as their study and employment. However, there is a paucity of empirical studies on learning burnout among art students. Furthermore, the factors and mechanisms that contribute to learning burnout among art students remain unclear. The purpose of this study was to examine the relationship between emotional intelligence and learning burnout in Chinese art college students, and to identify the role of self-acceptance and perceived stress as sequential mediators.
This study employed a completely random survey of three art universities in China to investigate the status of emotional intelligence, self-acceptance, perceived stress and learning burnout among art students and their relationships. The data was analyzed using an independent sample t-test and structural equation modelling.
A total of 678 valid samples were obtained from a study of Chinese art students. No significant differences were observed in the scores of emotional intelligences, self-acceptance, perceived stress, and learning burnout among participants of different genders. The results of the structural equation modelling indicated that emotional intelligence was negatively associated with learning burnout ( = -0.282, < 0.001). The results indicated that self-acceptance ( = -0.140, < 0.001) and perceived stress (β = -0.072, p < 0.001) had independent mediating effects. Furthermore, self-acceptance and perceived stress exhibited sequence mediating effects ( = -0.039, < 0.001).
The results of the study confirm that emotional intelligence is a significant factor in the learning burnout of art students. Furthermore, the findings demonstrate the mediating effect of self-acceptance and perceived pressure on this relationship. The findings provide a novel explanation for the mechanism underlying college students' learning burnout.
艺术院校学生面临来自学习、就业、朋友、情感、家庭关系等多方面的特殊压力。这可能导致艺术院校学生出现一定程度的学习倦怠，对其身心健康以及学习和就业产生负面影响。然而，关于艺术专业学生学习倦怠的实证研究较少。此外，导致艺术专业学生学习倦怠的因素和机制尚不清楚。本研究旨在探讨中国艺术院校学生情商与学习倦怠之间的关系，并确定自我接纳和感知压力作为连续中介变量的作用。
本研究对中国三所艺术院校进行完全随机抽样调查，以探究艺术专业学生的情商、自我接纳、感知压力和学习倦怠状况及其相互关系。数据采用独立样本t检验和结构方程模型进行分析。
对中国艺术专业学生的研究共获得678个有效样本。不同性别的参与者在情商、自我接纳、感知压力和学习倦怠得分上未观察到显著差异。结构方程模型结果表明，情商与学习倦怠呈负相关（β = -0.282，p < 0.001）。结果表明，自我接纳（β = -0.140，p < 0.001）和感知压力（β = -0.072，p < 0.001）具有独立的中介作用。此外，自我接纳和感知压力表现出序列中介作用（β = -0.039，p < 0.001）。
研究结果证实情商是艺术专业学生学习倦怠的重要因素。此外，研究结果表明自我接纳和感知压力在这种关系中起中介作用。这些发现为大学生学习倦怠的潜在机制提供了新的解释。
